2. Dos Dont’s
Speak clearly and answer in full sentences.
Look at the examiner and maintain eye contact when
possible.
Ask for something to be repeated if you do not
understand what you are expected to do.
Take the time to plan for Part 2.
Vary the words and phrases you use.
Be well-mannered and respectful throughout the
interview.
Don’t speak too softly.
Don’t give yes or no answers.
Don’t try to be somebody else – just relax and
answer the questions as well as you can.
Don’t worry about speaking too much - the examiner
will control the timing of your responses.
Don’t try to give a rehearsed speech.
Don’t stop trying throughout the interview.
General speaking advice
3. Immersion Ideas
1. Become comfortable speaking in English. (Friends, colleagues, ...)
2. Practice the different parts of the interview. Build vocabulary and
discuss different topics.
3. Familiarise yourself with different grammatical structures – e.g.
conditionals, standard introductory phrases like “Well, in my opinion…”
4. Record yourself taking the practice test interview.
5. Practice the IELTS in 101 Helpful Hints for IELTS.
4. Impressing the examiner and increasing your
band score
It is possible to achieve an IELTS band score of 5 or above, if you have an intermediate
level of English. (=Modest user)
Before undertaking an IELTS test, ask yourself if you can
Communicate effectively in English with your peers.
Use some complex grammatical structures accurately e.g. all basic tenses, all
conditionals (except perhaps 3rd conditional), the passive voice.
Insert discourse markers and linking words into your conversation.
Make complex sentences that explain and extend your ideas.
Understand a variety of English accents (e.g. British, Australian, American, New
Zealand, Canadian).
Use appropriate conversational and cultural interaction in a variety of situations.
5. How to improve
You must demonstrate the ability to carry out all the speech functions listed
above, without making systematic technical errors – that is, grammar,
vocabulary or (sentence) structure errors that occur repeadtedly. Systematic
errors can be identified by practising for the speaking interview, recording
yourself, listening critically and evaluating yourself or getting your teacher to
evaluate your performance. If you are making the same type of error,
remedy the problem by doing some appropriate exercises.
Do not take the IELTS test if you are making lots of systematic errors.
Systematic misuse of prepositions, subject/verb agreement, plurals, articles
and word order will alert the examiner to your specific language problems.
You do need to impress the examiner. A positive, confident attitude will help.
6. Description
• Paper format: The Speaking test consists of an oral interview
between the test takers' and an examiner. All Speaking tests are
recorded.
• Timing: 11–14 minutes
7. Part 1 – Introduction and interview
• Task type and format: In this part, the examiner introduces him/herself
and checks the test takers' identity. Then the examiner asks the test takers
general questions on some familiar topics such as home, family, work,
studies, interests, future plans.
It is an introduction, so consider the type of things that an English-speaking
person might ask when they first met you.
Part 1 lasts for 4–5 minutes.
• Task focus: This part of the test focuses on the test takers' ability to
communicate opinions and information on everyday topics and common
experiences or situations by answering a range of questions.
8. Part 2 – Long turn
• Task type and format: The examiner gives the test takers a task card which
asks the test takers to talk about a particular topic, includes points to cover
in their talk and instructs the test takers to explain one aspect of the
topic. Test takers are given 1 minute to prepare their talk, and are given a
pencil and paper to make notes. Using the points on the task card
effectively, and making notes during the preparation time, will help the test
takers think of appropriate things to say, structure their talk, and keep
talking for 2 minutes. The examiner asks the test takers to talk for 1 to 2
minutes, stops the test takers after 2 minutes, and asks one or two
questions on the same topic. Part 2 lasts 3–4 minutes, including the
preparation time.
• Task focus: This part of the test focuses on the test takers' ability to speak
at length on a given topic (without further prompts from the examiner),
using appropriate language and organising their ideas coherently.
9. Part 3 – Two-way discussion
• Task type and format: In Part 3, the examiner and the test takers
discuss issues related to the topic in Part 2 in a more general and
abstract way and – where appropriate – in greater depth. Part 3 lasts
4–5 minutes.
• Task focus: This part of the test focuses on the test takers' ability to
express and justify opinions and to analyse, discuss and speculate
about issues.
10. IELTS Speaking - How it's marked
• Fluency and coherence. This criterion refers to the ability to talk with
normal levels of continuity, rate and effort and to link ideas and
language together to form coherent, connected speech.
• Lexical resource. This criterion refers to the range of vocabulary
the test takers can use and the precision with which meanings and
attitudes can be expressed.
• Grammatical range and accuracy. This criterion refers to the range
and the accurate and appropriate use of the test takers' grammatical
resource.
• Pronunciation. This criterion refers to the ability to produce
comprehensible speech to fulfil the Speaking test requirements.
11. General pointers
• Learn to speak clearly using appropriate vocabulary.
• Practice using different sentence structure.
• Practice paraphrasing – if you don’t know a particular word, try to
explain what you mean using different words.
• Get some strategies to repair the conversation if things go wrong.
• If you can’t think of a real situation to talk about, imagine one; the
examiner doesn’t know or care if you are telling the truth, just that
you are speaking.
• It is important to understand that your speaking cannot improve
without much practice.
