IELTS Speaking

IELTS Speaking Dennis O’Brien IELTS Speaking Vietnamese English Bilingual House www ngoinhasongngu webs com http //www ngoinhasongngu webs com/ Dennis O’Brien IELTS Speaking To learn about the test it[.]

IELTS Speaking

Vietnamese English Bilingual House

www.ngoinhasongngu.webs.com

IELTS Speaking

To learn about the test

its format

its scoring

To practise the parts of the test

how to answer questions: giving short answers, structuring extended answers

what to do/what not to do

To work on speaking (and listening) skills

pronunciation

features of spoken English

Teaching ideas

IELTS Speaking

Three days – Five sessions Day 1

General introduction

Part 1 of the test

Features of spoken English

IELTS Speaking

Day 2

Parts 2 and 3 of the test

Features of spoken English Teaching activities

IELTS Speaking

Day 3 (half day only)

What is the examiner looking for? Conducting an assessment

Moving students up the Bands Teaching ideas

IELTS Speaking Overview Activity - Worksheet

IELTS Speaking is usually between (1) and

(2) minutes long Speaking tests are (3) on cassette

Part 1

This part lasts about (4) minutes The examiner

checks the candidate’s (5) and asks questions about some (6) topics

Assessment Criteria

The four criteria used in IELTS Speaking

to assess candidates are as follows:

Fluency and Coherence Lexical Resource

Grammatical Range and Accuracy Pronunciation

IELTS Speaking

Fluency and Coherence

This refers to the candidate’s ability to talk with

normal levels of continuity, speech rate and effort, and to link ideas and language together in

coherent, connected speech

Lexical Resource

This refers to the range of vocabulary the

candidate can use and how clearly meanings and attitudes can be expressed This includes the

variety of words used and the ability to get round a vocabulary gap by expressing the idea in a

different way.

IELTS Speaking

Grammatical Range and Accuracy

This refers to the range of structures available to t

he candidate and how accurately and appropriatel

y s/he can use them Assessment takes into accou

nt the length and complexity of utterances as well

as the effect of grammatical errors on communicati

on

Pronunciation

This refers to the candidate’s ability to produce co mprehensible utterances and to use a range of pro nunciation features to communicate meaning Ass essment takes into account the amount of strain c aused to the listener, and the noticeability of L1 infl uence.

IELTS Speaking

Part 1 - Introduction and interview

After introductions and identity check, the examiner asks the candidate questions about familiar topics.4 – 5 minut es

Part 2 - Long turn

The candidate receives a task card with a topic S/He the

n has 1 minute to prepare and make notes before speaki

ng about the topic for 1 to 2 minutes.

3 – 4 minutes

Part 3 – Discussion

The examiner discusses with the candidate more abstrac

t aspects of the topic in Part 2.4 – 5 minutes

Timing: 11-14 mins

IELTS Speaking

Part 1 - Introduction and interview

After introductions and identity check, th

e examiner asks the candidate questions about familiar topics.4 – 5 minutes

Timing: 4-5 mins

IELTS Speaking – part 1

Let’s work on a sample

This sample is taken from the website

cambridgeesol.org/teach/ielts

IELTS Speaking – part 1

Listen to the extract from an interview

Where does the candidate come from? What does he tell us about his home? What does he tell us about the people there?

Transcript

Examiner: Now, in this first part, I.d like to ask you some more questio

ns about yourself, OK? Let.s talk about your home town or village What kind of place is it?

Candidate: It.s quite a small village, about 20km from Zurich And it’s v

ery quiet And we have only little two little shops because most of t

he people work in Zurich or are orientated to the city

Examiner: What.s the most interesting part of this place village?

Candidate: On the top of a hill we have a little castle which is very old

and quite well known in Switzerland

Examiner: What kind of jobs do people in the village do?

Candidate: We have some farmers in the village as well as people wh

o work in Zurich as bankers or journalists or there are also teachers and some doctors, some medicines

Examiner: Would you say it.s a good place to live?

Candidate: Yes Although it is very quiet, it is people are friendly and

I would say it is agood place to live there, yes

Examiner: Let.s move on to talk about accommodation Tell me about

the kind of accommodation you live in

Speaking Test Part 1

General topics – family, home etc

Open questions (Tell me about… What do you think of…, What kind of ….)

Varied tenses/functions (what DID you do? What DO YOU Plan to do etc Which one is better)

Avoid one word answers – try to answer in sentences

Listen to the examiner!

Think on your feet

Word Stress - Worksheet

1 politics politician political

2 personnel personal personality

3 admin administrative administration ad

ministrator

4 compete competitive competition

5 demo demonstrate demonstration dem

onstrative

6 explore exploratory exploration

7 employ employer employee

8 product production productivity

Sentence stress

●•• ● •• ●•• ●•

It’s not what you say but the way that you say it

Whatever you say, / I just can’t believe it.

As far as I know, / it’s the other way round.

IELTS Speaking – part 1

Review

What is the candidate expected to do in this part?

What kinds of topics are likely to be included?

What language areas/functions is the candidate likely to nee d?

How long should the candidate’s answers be?

IELTS Speaking Part 2

The long turn

The examiner gives the candidate a task card, and a pencil and some paper to make notes

The task card gives the topic, some points to in clude in the long turn and a final prompt asking the candidate to explain one aspect of the topic Using the prompts on the task card effectively will help the candidate think of appropriate thing

s to say, organise what s/he says, and keep tal king for 2 minutes Making notes during the pre paration time also helps the candidate structure the long turn

IELTS Speaking Part 2

The candidate has a minute to prepare, after which the examiner asks him/her to speak about the topic for 1 to 2 minutes Then the examiner stops the candidate after 2 minutes, and asks one or two

questions to round off the long turn.

How long does it last?

3 – 4 minutes, including the preparation time

IELTS Speaking Part 2

What skill is being assessed?

The candidate’s ability to speak at len gth on a given topic (without further pr ompts from the examiner), using appr opriate language and organising his/h

er ideas coherently It is likely that the candidate will need to draw on his/her own experience to complete the long t urn

IELTS Speaking Part 2

Let’s work on a sample

This sample is taken from the website

cambridgeesol.org/teach/ielts

IELTS Speaking Part 2

Listen to the candidate and the

examiner

How does the examiner indicate that it is time to begin?

What is the topic?

What example does the candidate use?

Is the candidate’s performance ‘good’?

IELTS Speaking Part 2 - review

How long is the candidate expected to speak for?

Does the candidate need to make notes?

Does the candidate need to talk about the points on the task card?

Should the candidate start speaking as soon as they receive the task card?

Should the candidate worry if the examiner interrupts them?

IELTS Speaking Part 2 - review

Should the candidate worry if the examiner interrupts t hem?

Will the examiner make comments during the long turn

IELTS Speaking Part 3

Task Description

What happens in this part?

In this part, the examiner and the

candidate discuss issues related to the topic in Part 2 in a more general and abstract way, and where

appropriate, in greater depth.

IELTS Speaking Part 3

How long does it last?

4 – 5 minutes.

What skill is being assessed?

The candidate’s ability to express and justify opinions, analyse, discuss and speculate about issues.

IELTS Speaking Part 3

Let’s work on a sample

This sample is taken from the website

cambridgeesol.org/teach/ielts

IELTS Speaking Part 3

Listen to the candidate and the exami ner

What is the topic?

What examples does the candidate use?

Is the candidate’s performance ‘good’? Compare this part to parts 1 and 2 – wha

t are the main differences?

IELTS Speaking Part 3

How does the approach to the topic change in Part 3?

What kind of language areas/functions are candidates likely t

o need?

What structures are candidates likely to use?

Does the candidate need to initiate in this discussion?

Bands 0-9

0 = did not attend!

9 = ‘native speaker’ like

Rated in four categories

Examiners are trained for ‘calibration’ purposes

Swiss candidate

What do you think his rating would be?

7

• speaks at length without noticeable effort or loss of coherence

• may demonstrate language-related hesitation at times, or some repetition and/or self-correction

• uses a range of connectives and discourse markers with some flexibility

• uses vocabulary resource flexibly to discuss a variety of topics

• uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices

• uses paraphrase effectively

• uses a range of complex structures with some flexibility

• frequently produces error-free sentences, though some

grammatical mistakes persist

5?

• usually maintains flow of speech but uses repetition, self-correction a

nd/or slow speech to keep going

• may over-use certain connectives and discourse markers

• produces simple speech fluently, but more complex communication causes fluency problems

• manages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibility

• attempts to use paraphrase but with mixed success

• produces basic sentence forms with reasonable accuracy

• uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems

• shows all the positive features of Band 4 and some, but not all, of the positive features of Band 6

6?

• is willing to speak at length, though may lose coherence at times due

to occasional repetition, self-correction or hesitation

• uses a range of connectives and discourse markers but not always appropriately

• has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriacies

• generally paraphrases successfully

• uses a mix of simple and complex structures, but with limited flexibility

• may make frequent mistakes with complex structures, though these rarely cause

comprehension problems

• uses a range of pronunciation features with mixed control

• shows some effective use of features but this is not sustained

• can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times

7?

• speaks at length without noticeable effort or loss of coherence

• may demonstrate language-related hesitation at times, or

some repetition and/or self-correction

• uses a range of connectives and discourse markers with some flexibility

• uses vocabulary resource flexibly to discuss a variety of topics

• uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some

inappropriate choices

• uses paraphrase effectively

• uses a range of complex structures with some flexibility

• frequently produces error-free sentences, though some

grammatical mistakes persist

• shows all the positive features of Band 6 and some, but not all,

Dos and DON’Ts

Do

Talk to the examiner – you’ll feel more involved

Listen carefully to the questions

Answer the questions with some detail so as to ma

ke sure you talk long enough

Practise speaking for 2 minutes on different topics Use the preparation time in Part 2 well

Use the cue card to help you prepare well in Part 2 Practise ways of delaying answers in Part 3 so you have time to think

Explain your opinions and give examples

Dos and DON’Ts

Don’t learn answers by heart

Don’t give very short answers

Don’t task about something different from what’s o

n the card in Part 2

Don’t worry if the examiner stops you – you have s poken long enough

Don’t worry if you can’t think of a word – paraphras e

Don’t worry if you realise you have made a mistak

e It’s OK to correct yourself Or just carry on

Don’t ask the examiner if what you say is correct