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PART 1
This part of the task lasts approximately four to five minutes. There are three sets of four questions (12 questions in total). In the first set, you will be asked familiar topics concerning your home, work or studies. The second and third set of questions will be random and may include topics like the weather, clothes, hobbies, green spaces, food and drink, sports, flowers, daily routines, colours, etc.
For the most part, speaking task part 1 doesn’t require a very wide range of tenses. However, you should be prepared to use the present simple, past simple, present perfect and future will / going to in order to answer the questions.
You will be using every day vocabulary here. You won’t be using a lot of academic words. The key is to use vocabulary appropriate to the questions. In this case, the questions are somewhat informal, so your vocabulary should match.
I sometimes see candidates try and use words that are too big or academic just so they can show off their vocabulary ability. You don’t need to do this. It isn’t a vocabulary test. It’s a test of your natural speaking ability. Would you use those big, academic words with a friend? Probably not.
A note on idioms: If you have been using them in your regular speaking practice, then by all means, try and use idioms in your speaking. However, don’t force them. The examiner will be able to tell if you’re using the idioms naturally, or if they are being forced.
PART 2
In IELTS Speaking Part 2, the examiner will ask you to speak for between one and two minutes on a topic.
The IELTS examiner will give you a topic card. On the card, there will be a short description of a topic, with some ideas for what to include. The topic will be related to personal experience, for example a person you know or an event you participated in.
The examiner will give you exactly one minute to prepare your talk. The examiner will give give you a piece of paper and a pencil to write down some ideas. You could make a list of ideas and keywords, or draw a mind map.
After one minute, the examiner will ask you to you to start your talk.
You give your talk. You are expected to speak, without interruption from the examiner, for up to two minutes. The examiner will listen and say nothing, but she/he might nod and gesture in order to encourage you to continue talking.
After 2 minutes the examiner will interrupt you. They will probably ask you one extra question about the topic (sometimes they will ask 2, and sometimes 0ne question). You only need to give a short answer to this question.
PART 3
In part 3, you are expected to discuss all topics in a general manner. If you try and talk about yourself and your family, the examiner will steer you away from these familiar topics and will encourage you to speak in a general way. Remember that you have already talked about familiar topics in part 1 and part 2.
Part 3 is your chance to show the examiner that you can discuss general topics, giving your opinion and ideas on what is being discussed.
Yes, if you don’t attempt an answer for all questions you will lose marks. However, if you get a question you are really struggling with you can admit this to the examiner and give the best answer you can.
You could say something like: ‘I don’t know a lot about this topic, but if I had to guess I would say…..’ It is unlikely you will have to use this phrase and it should only be used when you really have no ideas.
Technique #1- Paraphrase Question
A good way to extend your answer is respond with a paraphrase of the examiner’s question. Paraphrasing is when you repeat the sentence but with synonyms so that it has the same meaning.
This technique is very effective because it not only gives you time to think in a natural way, but it also focuses your mind on answering the question.
For example:
Examiner: What can people do to try and reduce water pollution?
Student: So, what can individuals do to ensure water is kept clean? I think….
Examiner: How can events like the Olympics improve international relations?
Student: Hmmmm, how can sport bring people from different countries closer together? I believe…
Again, this should not be used for every answer and only when you think it is appropriate.
Technique #2- Explain why
Many students state their opinion but don’t extend their answer by stating why they feel that way. Some students have told me that they are afraid of patronising the examiner and assume he or she will know why they have stated their opinion. Assume that the examiner has no knowledge at all about the topic. Pretend you are speaking to a child who knows nothing of the topic and this will help you explain how you feel.
Example:
Examiner: What can people do to reduce water pollution?
Student: I believe the best way to keep water clean is to curb water use at home. (Why?) The vast majority of water is used in the home, (why?), for cooking, cleaning and washing, (why?) therefore by reducing the amount of water we use, (why?) the government can conserve the water supply and keep it clean.
By asking ourselves ‘why’ we continue to explain our opinions and this leads to more developed answer.
Technique #3- Give Examples
This seems an obvious one but it is something many students don’t do. In order to really develop your answer an example is normally needed. A lot of my students complain that they don’t know or can’t think of any examples. If you can’t think of one just make one up. You will not lose any marks for making up an example and this will only lead to you gaining marks for giving a well developed answer.
A good technique is to use an example from a newspaper article or recent study.
Example:
Examiner: Have the modes of transport people use in your country changed much over the last few decades?
Student: Absolutely, they have changed a lot. In the past most people used bicycles, but now they predominantly use motorbikes. For example, a recent survey found that 72% of people in Ho Chi. Minh City now own a motorbike.
I just made that statistic up and it is perfectly acceptable for you to do the same thing in the IELTS speaking test. The examiner will never disagree with you or ask you to prove any of your examples.
Technique #4- Make Concessions
We make a concession by admitting that there are limits to our opinion or there may be another side to the argument. We use words like ‘however’, ‘on the other hand’ and ‘despite this’ to make concessions.
Some students don’t like doing this because they think it weakens their argument or opinion. In fact, by showing you are aware of other opinions you actually strengthen your argument.
Example:
Examiner: To what extent do you think advertising affects people’s shopping habits?
Student: Personally, I don’t think that it affects the way people shop at all. When people need something they make up their own mind rather than thinking about adverts. However, it must have some influence, if companies pay lots of money for ads.