ASSESSMENT CRITERIA

1. Fluency & coherence: ability to talk with normal levels of continuity, rate and effort and to link ideas and language together to form coherent, connected speech.
2. Lexical resource: ability to use a wide range of vocabulary appropriately, flexibly and with precision.
3. Grammatical range & accuracy: ability to use a wide range of structures with flexibility and precision.
4. Pronunciation: intelligibility and ability to use pronunciation features with good control

These criteria are equally weighted on a band scale of 0 – 9. For more detail, please see the Band Desciptors in the Appendixes.

EXPLANATION OF TERMS IN THE BAND DESCRIPTORS

1. Fluency & coherence

Fluency: The key indicators of fluency are speech rate and speech continuity.

Hesitation: Two types of hesitation

If you look at the ‘fluency and coherence’ column of the band descriptors, you’ll see the following:

• Band 7:may demonstrate language-related hesitation
• Band 8:hesitation is usually content-related

Language-related hesitation: the candidate pauses because he/she is struggling with vocabulary or grammar. He/she will be marked down.

Content-related hesitation: the candidate pauses to think about his/her answer to the question.

Coherence: The key indicators of coherence are:

• Rare repetition & self-correction
• Logical sequencing of sentences (see how answers should be structured in each part of the test)
• Clear marking of stages in a discussion, narration or argument (appropriate signposting – use of words and phrases to indicate the direction of thoughts)
• Discourse markers (See detail in the Appendixes)
• Use of cohesive devices within and between sentences.

Reference

Substitution

Ellipsis

Lexical cohesion

Conjunctions

(See detail in the Appendixes)

2. Lexical Resource

• Right collocations: example “make a phone call” instead of “do a phone call”
• Aware of connotation: negative, neutral or positive associations that some words have; example: laid-back (positive), inactive (neutral), lazy (negative)
• Use of less common vocabulary and expressions with flexibility and precision

Some simple definitions:

‘Idiomatic’ is defined in most dictionaries in this way: using, containing, or denoting expressions that are natural to a native speaker.

‘Less common’ must therefore mean ‘less commonly used by learners of English’, not ‘less commonly used by native speakers’.

In other words, ‘less common’ and ‘idiomatic’ basically mean the same thing: phrases that native speakers naturally use, but English learners don’t often use.

Examiners do not look for ‘big’ or ‘difficult’ words. They look for phrases and collocations.

Is there a difference between ‘topic specific’ vocabulary and ‘less common’ vocabulary? Let’s have a closer look at these terms.

Topic specific vocabulary

Topic specific just means ‘about the topic’. For example, if the question is about climate change, the word ‘pollution’ is topic specific.

Less common vocabulary

Staying with the climate change topic, you’ll agree that ‘pollution’ is a relatively common or easy word that most IELTS candidates would know. So, which words or phrases might be considered ‘less common’? Here are some suggestions:

• burning fossil fuels
• greenhouse gas emissions
• carbon footprint
• become carbon neutral
• renewable energy sources

These ‘less common’ phrases go deeper into the climate change topic (compared to the word ‘pollution’) and demonstrate that you know a wider range of relevant vocabulary.

Notice that the ‘less common’ list above contains collocations (groups of words) rather than individual ‘big’ words. If you’re aiming for a band 7 or higher, this is the type of vocabulary that you need: topic-specific collocations and phrases.

3. Grammatical range & accuracy

Level of control when speaking English in terms of the different aspects of grammar:

• Word order
• Verb tense, aspect, modality, voice
• Determiners
• Connectors

And range of structures used:

• Simple
• Compound
• Complex
• Compound – complex

4. Pronunciation

Many students confuse ‘pronunciation‘ with ‘accent‘. These are not the same thing!

Nobody expects you to speak with a perfect British or American accent. In fact, the examiner will not judge your accent at all.

Your pronunciation score is based on these things:

• clarity (speaking clearly)
• speed (not too fast, not too slow)
• word stress
• sentence stress
• intonation (the rise and fall of your voice)

It’s not easy to improve these things quickly or through deliberate practice. Good pronunciation is usually the result of lots of listening and copying. So stop worrying about accent, and focus on speaking clearly.

TEST FORMAT

The Speaking module lasts for 11-14 minutes and consists of an introduction section plus three parts.

The linguistic challenge of the test increases with each part.

PART	TIMING	CONTENT	TYPICAL TOPICS	QUESTION TYPES
INTRODUCTION	30 seconds	Name, nationality, ID check
PART 1 INTERVIEW	3.5 – 4.5 minutes	2 or 3 unrelated short, simple conversations about candidate’s personal preferences or experience	– Your house, street or city – Your job or study – Your daily routine (shopping, sleeping, work…) – Things you did when you were a child (school, leisure, helping in the house…) – Things you own (car, bicycle, cell phone, computer…) – Things you do (gardening, sport, reading…)	– Have you ever… (ridden a bike, been to a sports match…)? – Did you … (learn to play sport, live in the country…) when you were a child? – Which do you prefer (night time or day time, wet or dry weather…)? – Do you like … (listening to music, shopping for clothes)?
PART 2 LONG TURN	3 – 4 minutes	1 minute of preparation time 1-2 minute talk on a topic which draws on candidate’s personal experience There may be one or two follow-up questions	– Describe an object (a gift, something you use etc.) – Describe a person (someone you admire, a family member etc.) – Describe an event (a festival, celebration etc.) – Describe an activity (e.g. a hobby) – Describe a place (somewhere you visited, a holiday etc.) – Describe your favourite (book/film/advertisement/website)	Describe a movie you watched that you really enjoyed. You should say: – What the movie was called – When and where you saw the movie – Who you saw it with And talk about why you enjoyed it so much.
PART 3 DISCUSSION	4 – 5 minutes	A discussion in more depth, related to the topic from the Part 2 long turn	Related to the topic in part 2	You may be asked to: – List items – Compare (older vs young people, men vs women, the past vs the present…) – Speculate about future changes (in technology, communication…) – Give opinions (some people think that… Do you agree with this?)… – Talk about changes – Give reasons for your opinions

 

IELTS Speaking: how examiners decide on scores – Advice from an examiner

Do the 3 parts of the speaking test carry equal weighting when your score is calculated, or is one part more important?

The simple answer is that the 3 parts are not scored separately; the examiner rates the candidate’s performance as a whole. In this sense, neither part is more important.

However, it’s useful to think about the 3 parts like this:

• Part 1 is supposed to be quite easy (like a warm-up), so you won’t get a high score if youonly do well in this part.
• Part 2 is when the examiner really gets a chance to assess how good you are. He/she will now have an idea of what scores to give you.
• During part 3, the examiner is making his/her final decision. A good performance here can boost your score.

Speaking Part 1

Examiners are aware that part 1 questions are quite easy, and that candidates will only be able to give relatively short answers. Therefore, they are not expecting to hear any “super-impressive” language at this stage.

Instead, I believe that examiners are getting an overall impression of the candidate’s ability in the following areas: pronunciation, avoiding mistakes in simple / easy sentences, answering without too much hesitation, speaking fluently without too much repetition.

Tip: Candidates perform better if they focus on answering fluently. Easy answers are fine; just make them as fluent and natural as possible.

For part 1 of the speaking test, you need to get used to giving short answers. Many students find it difficult to stop speaking, and the examiner is forced to interrupt. A good tip is to give your answer then stop and smile, showing the examiner that you are ready for the next question.

Focus on fluency. You don’t need to show off with great vocabulary or grammar in this part. Just try to answer quickly, without hesitating. A short, simple answer is fine.

Speaking Part 2

Part 2 gives the examiner a chance to really listen to the candidate’s English.

In this part of the test, the examiner can judge all aspects of performance. But above all, I believe that part 2 is the candidate’s best chance to impress the examiner in one key area: vocabulary (lexical resource). In order to give a high score, the examiner needs to hear some ‘less common’ and ‘idiomatic’ vocabulary. In simple terms, this means that candidates need to use some phrases that a native speaker might use in a normal conversation.

Tip: Part 2 is your best chance to impress the examiner with good language. But I don’t mean ‘complex grammar’ and lots of fancy linking words. Focus on giving an interesting and detailed description that contains a range of relevant words and phrases.

In the context of speaking part 2, a story is simply a long example to illustrate a point that you have made. If you’re describing a person, for example, you could tell a story to illustrate why you like him/her. People find it easy to keep speaking for longer when they have a story to tell.

Focus on ideas / vocabulary. This is your best chance to impress the examiner with some nice language, especially if you’ve prepared for the common topics.

Speaking Part 3

After part 2 of the speaking test, the examiner probably has a pretty good idea of the candidate’s level. Part 3 is useful because it allows the examiner to probe a little deeper to make sure that he/she is right. For example, if the examiner is unsure about what score to give for grammar, he/she might choose a question that requires the candidate to compare the past with the present (i.e. using different tenses), or a question that requires the candidate to imagine something (perhaps using a conditional).

Part 3 is also an opportunity for examiners to push candidates a little harder so that they can open up, express themselves, and explain their opinions. In other words, candidates are given a final chance to impress examiners with some good English. This is what you should try to do.

Tip: Don’t let your energy or effort level drop after part 2. Do your best to leave a good impression on the examiner. 

Focus on your answer structure. Use the 3 or 4 steps that will be explained later here. This will force you to give longer answers without repeating yourself. You don’t really have time to think about good vocabulary or grammar; just worry about answering the question by following the steps.

Note:
Notice that I don’t recommend worrying about grammar or linking at any point in the speaking test. Finally, if you forget every other exam tip, just remember one thing: answer the question!

IELTS Speaking: 3 simple tips

Here are three simple tips that could make a difference to your score:

1. Be confident

Although you might be nervous, try to speak clearly and confidently. Smile and be friendly* with the examiner. As you go into the exam, tell yourself that you have prepared well and that you’re going to enjoy the challenge.

2. Know that you are prepared

You will feel much more confident if you know that you have prepared and practised for the test. You should know exactly what to expect. For example, have you prepared some common topics (e.g. describe a place, a person, a hobby) for the short presentation? Are you ready for a past and a future question in part 3?

3. Speak naturally

Try to enjoy a normal conversation with the examiner. Instead of worrying about your grammar, listen carefully to the questions and try to give natural answers. Most of the questions are about you, your life and your opinions, so it’s best to be open.

*Note: You are not marked on body language, but I’d still recommend that you try to act in a friendly, confident manner.

IMPORTANT NOTES

IELTS Speaking: if you don't understand

What should you do if you don’t understand a question in the speaking test? Here are some tips:

Part 1

In part 1, the examiner is not allowed to help you, but he/she can repeat the question. Just say: “Sorry, can you repeat the question please?” If you still don’t understand the second time, try to say something related to the topic or any of the words that you heard. Try your best, then focus on the next question.

Part 2

You are given a task card with the question written on it, so you shouldn’t have any problems in this part. If there is a word that you don’t understand on the task card, don’t ask the examiner – he/she is not allowed to help.

Part 3

In this part of the test, the examiner is allowed to rephrase the question. If you don’t understand, just say something like: “Sorry, can you explain that question in a different way please?”

Or if you don’t understand a phrase in a question, for example “status symbols”, you could say: “Sorry, I’m not sure what you mean by ‘status symbols’.” “Sorry, could you please explain what you mean by ‘status symbols?”

The examiner will then try to ask the question in a different way, and the fact that you didn’t understand these two words won’t affect your score. However, if you ask for clarification once, it shouldn’t affect your score, but don’t do this too many times!

IELTS Speaking: don't ask the examiner questions

In the speaking test, some candidates try to involve the examiner in the conversation. For example:

Examiner: Do you like cooking?

Student: Not really, I prefer eating in restaurants. And you?

You should definitely not do this!

In fact, the only time that you might need to ask a question is if you don’t hear what the examiner said. Just say: “Sorry, can you repeat that please?”

IELTS Speaking: pauses and hesitations

To avoid pauses and hesitations in the speaking test, here are some tips:

• First, don’t worry too much about this. It’s normal, even for native speakers, to pause or hesitate to some extent. The more you worry, the more likely you are to hesitate.
• Don’t “overthink”. If you’re thinking about grammar, linking or using “difficult” words, you’re more likely to hesitate. Just focus on answering the question with the first idea that comes into your head.
• Slow down. Many candidates speak too quickly; hesitation or repetition occurs because their brains can’t work fast enough to keep up.

IELTS Speaking: real opinions and experiences

Some students are worried about expressing their real opinions in the speaking test. They think that the examiner might disagree and therefore give a lower score.

Don’t worry about this. The examiner only cares about your language. Express your opinions, talk about your interests, and give examples from your own experience. The examiner will find ‘real’ opinions and experiences more interesting than general, superficial answers.

Students' other questions about IELTS speaking

1) Should we use synonyms instead of words that the examiner used in the question? For example, if the question is “Do you think your weekends are long enough?”, should I use synonyms for ‘weekend’ and ‘long’?

You probably won’t have time to think of synonyms or paraphrasing in the speaking test. Also, if you try to paraphrase words like ‘weekend’ and ‘long enough’, you are in danger of giving a very strange answer (don’t say “My Saturdays and Sundays are sufficiently lengthy”!!). Just answer the question in a natural way e.g. “No, my weekends are too short. I wish they were longer.”

2) Do we need to cover every point on the cue card in speaking part 2?

No, you won’t lose marks for missing a point. However, the points are there to help you structure your answer and keep speaking for two minutes, so it is recommended that you try to use them.

3) Can students ask for more time to think?

It is NOT recommended. Students lose marks for long hesitations, so it’s best for them to practise answering quickly.

4) Can students ask to miss a question in parts 1 and 3?

It is NOT recommended. You will lose points. It’s always best to attempt an answer.

5) Can students ask for a different topic in part 2?

No. They must take the topic card that the examiner gives them.

IELTS Vocabulary: if you use an idiom...

Look at these two phrases from yesterday’s lesson. Are they correct?

• save something for the rainy day
• save something for rainy days

The answer is no. Both phrases contain a mistake.

The correct form is this: save (something) for a rainy day

If you use an idiom, you need to get it exactly right. Even a small mistake in an idiomatic expression makes it sound strange and completely wrong.

IELTS Speaking: slow down!

While you may be marked down by the examiner if you hesitate too often, there’s nothing wrong with speaking a bit more slowly and carefully.

Many students speak too quickly and this causes several problems. If you speak too quickly, you’re more likely to make grammar and pronunciation mistakes, and you’ll probably lose clarity and coherence. If you slow down, you’ll have more time to think, to pronounce words clearly, and to correct yourself if necessary.

IELTS Speaking: advice about errors

A good way to reduce errors is to become better at copying. Instead of trying to translate ideas from your own language, or trying to construct sentences using your knowledge of English grammar, aim to build your sentences using phrases or ‘chunks’ of language that you know to be correct (because you have seen or heard them being used by native speakers).

IELTS Speaking: not academic or formal

People doing the academic IELTS test are often misled by the word ‘academic’. They think that they need to speak in a formal way using academic words.

But look at the following speaking questions / tasks:

– Do you like music?

– What’s your favourite colour? Why?

– Describe a café you have been to.

– Describe a present you gave someone.

– Do you think it’s more important to love your job or to earn a good salary?

These questions are not really formal or academic. So, instead of trying to use academic words, just aim to speak in a normal conversation style.

IELTS Speaking: two pronunciation tips

Here are two tips regarding pronunciation.

1) Improving your pronunciation score in the speaking test

This is an exercise that you could do maybe once a week: Try recording yourself as you answer some IELTS speaking questions, then listen to the recording and analyse just one feature of pronunciation. For example, you could focus on intonation: Did your voice sound flat and boring, or did you manage to show interest and enthusiasm? If possible, ask a native speaker to give the same answers, and listen to the rising and falling of his or her voice. Try to copy that intonation.

You could do a similar thing for other aspects of pronunciation e.g. individual sounds, word stress, connected speech and sentence stress.

2) The importance of pronunciation in language learning

Pronunciation is perhaps the most overlooked ‘secret’ to learning a new language. As a serious language student, you’ll learn to recognise and produce sounds that don’t exist in your own language. You’ll try to copy the connected speech, word stress, sentence stress and intonation patterns that native speakers use.

And as you become better at doing these things, the language starts to open up and welcome you in. Your listening skills improve, you find it easier to chat to native speakers, and your repertoire of phrases grows effortlessly. The best language learners (children) all know this secret!

IELTS SPEAKING: HOW TO PREPARE

General steps in IELTS training

1. Understand the task (the Speaking test in general, each part)
2. Break the task into parts (what to do in each part)
3. Methods, techniques and demonstration of methods and techniques (how each part should be answered, how should answers be structured, what to focus on in each part, how to improve on each of the four assessment criteria...)
4. Lots of practice
5. Feedback, measure progress (give feedback on students’ performance and how to improve, give tests for students’ self assessment and teacher assessment)

PART 1

Five simple rules

1. Focus on FLUENCY, answer without hesitation.
2. Keep answers short, then stop with confidence.
3. Answer the questions using full sentences.
4. Don’t worry about paraphrasing in part 1. You can use words from the examiner’s question in your
5. Give a direct answer and then explain it with a reason. Don’t forget to say “yes” or “no” when necessary.

Here are some examples to illustrate these points:

Do you like parks?

Yes, I like parks because they are great places to relax. If you live in a city, a park is often the only place where you can escape from the noise and the traffic.

Do you like rain? Why / why not?

No, not at all. It rains far too often in Manchester, where I live, and I’m fed up with it; I wish we had more sun!

Do you think that rain affects people’s mood?

Yes, definitely. I think rainy days and grey skies can be a bit sad and depressing. Where I live, people are much more cheerful when the sun comes out.

Does it often rain where you live?

Yes, unfortunately it does. As I said, Manchester is known for being a rainy place; you can’t trust the weather here, because it can cloud over and start raining at any moment.

Have you ever been caught in the rain without a coat or umbrella?

Yes, many times. Just last week I went out without an umbrella and got soaked; I did have a coat on, but it didn’t really help.

What job would you like to have ten years from now?

I’d like to think that I’ll be doing the same job in ten years’ time. I like being a scientist, so I can’t imagine changing profession.

How useful will English be for your future?

English is essential in my field of work; most of the research that is being done in this area is published in English, so I read articles and papers in English every day.

How much travelling do you hope to do in the future?

I’d like to see more of the world, so it would be nice to be able to travel extensively at some point, maybe when I’m retired.

How do you think your life will change in the future?

Hopefully I’ll make progress in different areas of my life, for example at work and in terms of my home life. I’m also interested to see what new technologies come along in the next decade or two.

 

IELTS Speaking: if you don’t like or know about the topic

You can give negative answers, but make sure that they are still good answers!

Remember: You might not like a topic, but this doesn’t mean you can’t answer the questions. IELTS speaking questions never require ‘knowledge’, only simple ideas and opinions.

Examples:

What type of photos do you like taking?

Well, I don’t usually take photos to be honest. I prefer to enjoy whatever I’m doing, rather than stop to take a photograph.

What do you do with photos you take?

I don’t really do anything with the occasional photos that I take. They just stay on my phone and I forget to save them or upload them to my computer.

When you visit other places, do you take photos or buy postcards?

Neither. As I said, I prefer to enjoy myself, so I tend to let other people take photos. I used to buy and send postcards when I was younger, so maybe I should go back to doing that.

Do you like people taking photos of you?

As a child I was always a bit shy when it came to having my photo taken, so I would have said that I didn’t like it. These days, if someone wants to take a photo of me, I don’t mind at all.

Note:
It’s usually easier to give positive answers, but it’s worth practising some negative responses just in case you get a topic that doesn’t interest you. Whatever the question is, the easiest way to answer is to tell the truth!

 

IELTS Speaking Part 1: strange topics, easy answers

Don’t worry if the questions in part 1 of the speaking test seem strange. Just give a direct answer and a reason as usual. For example:

What do you think of robots?

I think robots are a clever idea. I’d love to have a robot that could speak to me and do things for me!

Did you watch any cartoons related to robots in your childhood?

I can’t remember watching cartoons with robots, but I remember that I liked the robots in films like Star Wars.

Do you like the idea of robots helping you at home or driving your car?

Yes, definitely. It would be great to have a robot helper at home, and I like the idea of driverless cars – I think driving would be safer if cars were controlled by robots.

PART 2

Most questions fit into one of these topics.

1. Describe an object (a gift, something you use etc.)
2. Describe a person (someone you admire, a family member, a famous person, etc.)
3. Describe an event (a festival, celebration etc.)
4. Describe an activity (e.g. a hobby, game, sport, your job/studies, etc.)
5. Describe a place (somewhere you visited, a holiday,)
6. Describe your favourite (book/film/advertisement/website, etc.)

Candidates should prepare ideas and vocabulary for these topics!

Examples:

IELTS Speaking Part 2: describe a place

Examples of possible questions about places:

• Describe a place you have visited.
• Describe a historic place.
• Describe a holiday.
• Describe a place you would like to visit.
• Describe somewhere you have lived or would like to live.

Candidates could prepare a description of one place that they could use and adapt flexibly to answer all of these questions.

Good vocabulary, phrases and also ideas could be obtained on the internet.

For example: words and phrases about London

• Adjectives:it’s exciting, busy, hectic, cosmopolitan, multicultural, unique. It’s historic but modern at the same time, it’s a thriving, prosperous city, it’s fashionable, lively, fun…
• Activities:London is famous for its history, culture, art, museums. Tourists go there to see Big Ben, The Tower of London, Buckingham Palace, Trafalgar Square etc. You can get a fantastic view of the city from the ‘London Eye’. It’s also famous for its theatres and shows in the West End, its shops, restaurants and nightlife. There are endless things to see and do.
• Negatives:London is expensive, crowded, stressful, polluted. The underground system is dirty, travel is overpriced and unpleasant. The cost of living is high (shopping, house prices etc.), the locals are always in a hurry and can be unfriendly, there are social problems (like you can find in most big cities).

IELTS Speaking Part 2: expanding answers

Example 1:

Describe a long walk that you enjoyed.

You should say:

– when you went on this walk

– where it took place

…

It would be easy to give a very short answer to these two points:

“Last summer I walked along a beach during my holiday in…”

But we need to expand this answer to include more information about “when” and “where”. For example:

When
I’m going to describe a walk that I enjoyed last summer while I was on holiday on the south coast of England. It was the first week of August, and we set off on the walk on the first morning of the holiday just after breakfast, at around 9 o’clock. The walk took us the whole morning and finished at lunchtime.

Where
As I mentioned, the walk took place on the south coast of England. I was on holiday with my family in a place called Dorset, and we were staying in a rented house. Our aim was to walk from the house to a place called Durdle Door beach. First we had to find the coast path, and then we followed this path for several miles until we reached Durdle Door and finally descended the steep steps that led to the beach.

Example 2

“Describe a hobby”

Here are 4 pieces of advice to help candidates to speak for 2 minutes.

• Give a similar amount of detail for each of the 4 bullet points. If you can do this, you’ll find it easier to keep speaking for 2 minutes.
• Think about question words: What, when, where, why, who with:
• What: One of my hobbies is photography.
• When and where: I take photos on my phone almost every day, and I have a proper camera that I use on special occasions. If I see something interesting or I want to record a particular memory, I take photos wherever I am.
• Why: I take photos so that I have a record of the things I’ve seen or done.
• Who with: Most of my photos are of friends and family, but I also take pictures of interesting things that I see.
• Describe opinions and feelings:

I like photography because it’s a creative hobby and it makes you notice the world around you. I love capturing special moments or unusual or beautiful images, and it’s a great feeling to be able to look back through my pictures and relive different experiences. These memories usually cheer me up.

• Tell a story related to the topic:

The last time I took photos on a special occasion was at my friend’s wedding a few weeks ago. I got some great pictures of the bride and groom and their guests celebrating. After the wedding I made an album of all the best pictures and sent it to my friend as a present.

IELTS Speaking Part 2: Nice ideas and vocabulary

Example:

Describe a book that you enjoyed reading because you had to think a lot.
You should say:

– What this book was

– why you decided to read it

– what reading this book made you think about

and explain why you enjoyed reading this book.

You can find some good summaries and reviews about a book you like, have read… You can take some ideas and phrases from these summaries and reviews in your answer. 

A book called ‘Atomic Habits’ is used for this example.

Here’s a quick summary from Amazon:

People think when you want to change your life, you need to think big. But world-renowned habits expert James Clear has discovered another way. He knows that real change comes from the compound effect of hundreds of small decisions – doing two push-ups a day, waking up five minutes early, or holding a single short phone call. He calls them atomic habits.

In this ground-breaking book, Clear reveals exactly how these minuscule changes can grow into such life-altering outcomes. He uncovers a handful of simple life hacks, and delves into cutting-edge psychology and neuroscience to explain why they matter. Along the way, he tells inspiring stories of Olympic gold medalists, leading CEOs, and distinguished scientists who have used the science of tiny habits to stay productive, motivated, and happy.

And here’s a customer review (there are many others on Amazon):

I feel lucky to have found this book. It’s the only self-help book that I’ve thought, afterwards, was worth reading. It’s had a dramatic positive impact on my life. It’s well researched, well-reasoned, and well written. A self-help book that actually makes a significant, and long-lasting difference. I’m going to keep re-reading it.

And here’s a band 9 answer prepared by the examiner:

I’m going to talk about a book that really made me think, and that has had a positive effect on my life. The name of the book is ‘Atomic Habits’, and it’s about the compounding effect that small decisions and minuscule changes can have on people’s lives.

I decided to read Atomic Habits after seeing an interview with the book’s author, James Clear, who is a world-renowned expert in the field of habit formation. In the interview, he told inspiring stories and revealed some simple life hacks that can make people more productive, motivated and happy. I found the whole idea of the ‘science of tiny habits’ fascinating, and so I bought the book straight away.

While reading the book, I was forced to confront my own habits and behaviours. I realised that I’m nowhere near as productive as I could be, but that some small tweaks to my routine could make a significant and long-lasting difference. The book also gave me a framework to understand how good habits are formed and how bad habits can be broken. It has encouraged me to analyse my own habits accordingly.

I thoroughly enjoyed reading Atomic Habits because I thought it was well researched, well-reasoned and well written. The author’s ideas and advice aren’t simply his opinions; they are taken from cutting-edge research and real success stories. I enjoy reading books that change my way of thinking in some way or give me practical, life-altering ideas, and this was definitely one of those books.

Here’s a list of ‘less common’ vocabulary from this description:

• atomic habits
• a world-renowned expert
• the compound effect of hundreds of small decisions
• a ground-breaking book
• minuscule changes
• life-altering outcomes
• life hacks
• cutting-edge psychology
• he tells inspiring stories
• the science of tiny habits
• productive, motivated and happy
• a dramatic positive effect on my life
• well researched, well reasoned, and well written
• makes a significant and long-lasting difference

IELTS Speaking Part 2: making ‘difficult’ questions easy

Sometimes the part 2 task looks difficult but there’s an easy way to answer. Here are three examples:

• Describe something that you collect.

Most students panic because they don’t collect anything. But this question is easier than you think. If your hobby is listening to music or reading books, just tell the examiner that you collect CDs or novels. You could talk about your “collection” of clothes or shoes. Everyone has a collection of something, even if you don’t call yourself a collector.

• Describe an important decision that you made.

Easy. Just talk about the subject you chose to study or the career you decided to pursue. If you moved to live/study in a different country, you could talk about that.

• Describe an important letter you received.

Use the answer you gave for number 2 (with a few small changes). Talk about the letter you received confirming your place on a university course, or confirming a successful job application.

IELTS Speaking part 2: stories and ‘natural’ linking

Describe a time when you were not satisfied with a service.

You should say:

– what the service was

– who provided it

– what happened

and explain why you were unhappy with the service.

And here’s a band 9 example answer:

I’m going to describe a time when I experienced poor service from staff in a restaurant. This happened a couple of months ago, when some family members, who live abroad, came to stay. We decided to visit a nearby town, and at some point everyone was a little hungry, so we thought we would have a bite to eat.

The first restaurant that we came across looked perfect. It had plenty of empty tables – we hadn’t booked in advance – and we were all happy with the menu. But as soon as we walked through the door, things started to go wrong, and we weren’t at all impressed with the attitude of the staff.

After standing around for a few minutes waiting for someone to greet us, I managed to attract the attention of a waitress who told me that we had come into the restaurant through the wrong door. So, I went over to the main door, only to be told by the manager that there were no tables free for a party of our size – there were eight of us. I could see several free tables with four seats, so I suggested simply moving two of these tables together. But the manager was adamant that this was impossible; our only option was to divide the family and sit at two separate tables.

By this time, some of my family members were getting fed up. The restaurant was half empty, yet we were being treated as if they didn’t need customers. We decided we didn’t want to sit at separate tables or stay in a place where we felt unwelcome. We left, feeling disappointed by how dismissive the restaurant manager had been, and fortunately we found a much friendlier place to eat just around the corner.

When telling stories, native speakers use lots of ‘natural’ linking words and phrases. These are taken from the story above.

• This happened (referring to previous sentence)
• and at some point
• so
• It (referring to the restaurant previously mentioned)
• But as soon as
• and we
• After standing around for a few minutes
• So, I went
• so I suggested
• But the manager
• ; our only option was
• By this time
• yet (meaning ‘but in spite of that’)
• We decided
• and fortunately

Try to practise ‘natural’ linking instead of the typical linking words that are commonly taught like moreover, furthermore etc.

IELTS Speaking Advice: tell stories

You could prepare some examples or stories to make your descriptions more interesting (for speaking part 2, and maybe part 3).

When speaking in our own languages, we tell stories all the time. For example, you might tell a member of your family about what happened at work today, or you might tell your friends about a film you saw last night.

The ability to tell a story in English is a sign that you are becoming a proficient user of the language. Test yourself: try telling a story in English now. Start with something easy, like “what I did yesterday”.

IELTS Speaking Part 2: describe your feelings

The last bullet point on the task card for speaking part 2 usually asks you to describe your feelings. Often, this last point contains the word ‘why’ e.g. explain why you liked…

So, it’s a good idea to prepare some good words and phrases that help you to express your feelings in a more interesting way. Instead of saying “it was nice”, why not say “it was an unforgettable experience”?

For example:

– I was filled with a sense of panic and fear

– I felt so embarrassed

– What I liked most about….. was…

– I was amazed at how…

– I enjoyed learning…

 

IELTS Speaking Part 2: what is the ‘real’ topic?

Describe a photograph of you that you like. You should say:

– where the photo was taken

– what you were doing when it was taken

– who took it

and explain why you like the photo.

Now think about this:

What is the real topic of this task? Is it photography or photographs?

The answer is no. You’ll probably talk about a holiday, a special event, or perhaps an activity or a hobby. One of these topics will be your real topic.

Tip: Don’t let the word “photograph” dominate your thinking. If you do that, you’ll start to worry that you don’t know enough “photography” vocabulary. Instead, focus on the holiday, event or activity.

Let’s imagine that we are going to describe a graduation photo – a photograph of you on the day of your university graduation ceremony.

See if you can include the following phrases in your description:

• graduation ceremony
• professional photographer
• traditional academic dress / outfit
• wore a gown / robe and cap / hood
• holding my certificate
• made myself and my family proud
• the culmination of several years of hard work
• achieved my dream
• a landmark, a key moment, a pivotal moment
• marks the end of a stage in my life
• reminds me of my university days
• brings back happy memories
• remember feeling elated, overjoyed

Here’s a full example answer:

The photograph that immediately comes to mind when I think of one that I like is my university graduation photo. It was taken just before the graduation ceremony that marked the end of my undergraduate degree. You can’t see anything in the background of the photo, but it was actually taken in the students’ cafe next to the hall where the ceremony was held.

In the photo, I’m wearing the traditional clothing for university graduates: a black gown and an academic cap, which is often called a mortar board. I’m also holding my rolled-up degree certificate. Obviously this was a formal portrait photo, and so I was standing still, smiling and looking into the camera.

The person who took the photo was a professional photographer. He had been hired by the university to set up in the cafe and take photos of graduates before the ceremony. He had a white screen, some lighting devices, and an assistant who took payments and collected our details.

The reason why I like my graduation photo is that it reminds me of a pivotal moment in my life. Being presented with my degree certificate at the graduation ceremony was the culmination of four years of hard work, and it marked the end of the ‘education’ stage of my life. I had achieved my objectives and made my family proud, and I knew that the next step was to look for my first proper job. Whenever I look at the photo it brings back happy memories, both of my university days and of the relief and contentment that I felt on my graduation day.

Deviating from the topic

Example:

“Describe a gift that you made for someone.”

If you have never made a gift. Can you talk about the time you made a birthday cake with your roommate to celebrate her birthday?

Yes, this would be fine, because you made it and it’s almost like a gift. Just make sure that you explain the situation at the beginning of your answer. For example, you could introduce your answer like this: “I can’t remember ever making a gift myself, but I did recently make a birthday cake for my roommate, so I’ll describe this.”

Try to stay as close to the question as possible, and introduce your answer very clearly if it deviates a little bit from the stated task. You must show the examiner that you understand the task, and that you are not simply making a mistake.

Of course, the other alternative is to invent something. It’s ok to make something up – the examiner won’t know!

IELTS Speaking Part 2: essential preparation

It’s impossible to prepare for every question that you might get in the speaking test, but what are the essential things to prepare for?

Here’s a list of essentials:

1. Favourites: Don’t go into the test without knowing what your favourites are. Prepare to talk about your favourite book, film, music, and website.
2. People: Be ready to talk about a famous person and a member of your family.
3. Activities: Have you prepared some ideas about a hobby? Can you describe a typical day in your life?
4. Events:Try to remember some special moments in your life, such as birthdays, festivals and weddings.
5. Places: You need to be able to talk about where you live. Also, think about the places you have visited, what you did there, and why you liked or didn’t like them.
6. Things: Can you talk about the things you use every day, something you would like to buy, or a present that you received?

Remember that in part 2 you are always asked to “describe”. Make sure you prepare some good adjectives for each topic, make sure you can talk about your opinions and feelings, and think about some examples or stories to make your descriptions more interesting.

Prepare sample answers in written form for the six main topic areas. Teachers help to improve descriptions, by correcting mistakes and adding better vocabulary ideas. Practise those six descriptions until you can ‘perform’ them without needing to read your notes. Record yourself, analyse your performance and keep practising and perfecting until you have really mastered the six topics. Then move on to other less common topics and try to do the same.

IELTS Speaking Part 2: vocabulary resources

To build vocabulary for part 2, it is recommended that candidates start with one or two key words or ideas called “themes”.

When you have a theme, you can then search for good vocabulary related to that theme. Here are two resources that will help you:

1. A thesauruswill give you synonyms and similar words.
2. The Oxford Collocation Dictionarywill show you words that are often used together with your chosen word; so you’ll be be able to use your words correctly in longer phrases.

Example 1:

Let’s use the ‘proud’ topic here as an example.

Describe something you did that made you feel proud of yourself.
You should say

– what you did
– when you did it
– why you felt proud of what you had done
– and explain how you felt when this happened.

First, let’s choose two “theme” words: proud and achievement.

From thesaurus, here are some other words to describe being ‘proud’:

– pleased, glad, delighted, overjoyed, thrilled

And from the collocation dictionary, some phrases with the word ‘achievement’:

– a great / major / outstanding / remarkable / tremendous achievement

– my proudest achievement

– a feeling of achievement

– a sense of achievement

See how these vocabularies are used in the full example answer below.

One of my proudest achievements was completing my undergraduate degree at the university of ….. (name). The key moment that I remember was when I received my final exam results; I was delighted to have passed with better scores than I expected.

I graduated from university in …… (year). As far as I recall, we received our final exam results in May and the graduation ceremony was in July. Our exam scores for individual course modules were posted on the noticeboard in the corridor of the university department, and I remember getting into the lift in the department one morning, knowing that I would soon see my results.

The particular moment when I really felt overjoyed and proud of what I had achieved was when I saw my exam results on the department noticeboard. This was the precise point in time when I realised that I had passed and that my hard work had paid off. I was proud because I had overcome some setbacks earlier in the course, and I had proved to myself that I could achieve my goals.

As I approached the department noticeboard I felt really nervous but also excited; I knew that the moment of truth was just seconds away. And when I saw my final exam results I was surprised, thrilled and relieved all at the same time. I didn’t shout out with joy, but I think I probably clenched my fist and said “yes” to myself. I certainly remember walking back down the corridor with a spring in my step, feeling elated and knowing that four years of study were finally over.

Example 2:

The topic “Describe a person”. Here are some possible questions in this topic area:

• Describe a teacher
• Describe a famous person
• Describe a friend
• Describe a family member
• Describe a child
• Describe someone who helps people
• Describe someone who does something well

You can choose an easy ‘theme’ e.g. a hard-working and friendly person. You can prepare lots of good vocabulary for this theme, and hopefully use it to describe any of the people in the list above.

Example 3:

Describe a piece of clothing that you like wearing. You should say

– what the item of clothing is

– where and when you bought it

– when you wear it

– and explain why you like wearing it.

If you want to describe your coat, your theme could be “useful / practical”, “comfortable” or “stylish”. Then you brainstorm words and phrases related to this theme.

Ideas related to the theme of a useful / practical coat:

• functional
• multipurpose
• hard-wearing material
• lightweight material
• various pockets
• a detachable hood
• waterproof
• it keeps me warm
• it comes in handy when…
• it’s perfect for carrying my…
• it folds up small enough to fit into my bag

Maybe you could brainstorm ideas in the same way, using the theme of a comfortable or stylish piece of clothing.

PART 3

So, practise checking off these steps in your head as you answer:

1. Give a direct answer to the question.
2. Explain with a reason or reasons.
3. Give an example (e.g. a personal example).
4. Explain the opposite or an alternative (you don’t always need this step).

Students need to master this 3-step method or 4-step method.

They should record themselves, analyse their answers and repeat the process with improvements. Don’t move on to any new questions until they feel that they’ve mastered the steps with each question.

The example answers below all follow a 3-step structure or 4-step structure when appropriate. Practise answering all part 3 questions in this way.

1. “Achievement” topic:

Do you think that it’s important for people to celebrate their achievements?

Yes, I definitely think people should celebrate whenever they are successful in some area of life. I think the celebration is important because it marks the end of a period of effort, and so it’s a chance to enjoy the moment, to take stock of what you have achieved, and to share the achievement with others. This is why, for example, universities have graduation ceremonies, which encourage students to celebrate together and to take pride in what they have done.

Why do you think some people prefer not to tell others about their achievements?

I imagine that people have different reasons for keeping their achievements to themselves. One reason could be that some people don’t like to show off or draw attention to themselves. Other people perhaps don’t value their own accomplishments because they are constantly aiming at even bigger goals. Finally, I suppose that many of us are so busy that we don’t stop to savour the moment; maybe we need to slow down and enjoy our successes.

2. “Photo” topic:

Why do you think people like taking photos of themselves and others?

(Direct answer) I think the main reason why people take photos of themselves and their friends and family is to collect memories. (Explain) What I mean is that photos are like souvenirs that remind us of special moments in the past; people like looking back over their lives and seeing what they were doing or how young they looked at a particular time. (Example) My niece is a good example; she takes ‘selfies’ whenever she goes somewhere interesting, and she loves to look through them with her friends.

3. “Seasons” topic:

Do you think the seasons still influence people’s behaviour?

(direct answer) Yes, I do think the seasons still affect how we behave. (explain how) We still wear different clothes depending on the weather, and clothes shops change what they sell according to the season. We also adapt our habits and daily routines according to the time of year. (example) For example, people in my country like to eat outside in their gardens in the summer, but we can’t do that during the other seasons. (opposite) On the other hand, I don’t think we notice the change in seasons when it comes to food; the big supermarkets import food from around the world, so most people don’t buy seasonal fruit and vegetables any more.

4. “Future aim” topic, 4 – step answer:

Do you think that it’s better to have clear aims for the future, or is it best to take each day as it comes?

(Answer) I think it’s best to have a good idea of what you want to do with your life, especially in terms of studies and career. (Why) Having aims allows you to plan what you need to do today and tomorrow in order to achieve longer-term objectives. (Example) For example, if you want to become a doctor, you need to choose the right subjects at school, get the right exam results, and work hard at university. (Opposite) Without a clear aim, it would be impossible to take the necessary steps towards a career in medicine, or any other profession.

5. “Professional photography” topic, 4 – step answer:

Do you think it’s ever worth hiring a professional photographer?

(Direct answer) Yes, for certain special occasions I definitely think it’s best to pay a professional to take photos. (Explain) A professional photographer is likely to have a better camera and related equipment, and you would hope that the end result will be a set of stunning photographs. (Personal example) Thinking back to a wedding that I attended last summer, I remember that the photographer knew exactly what he was doing, and he took some great pictures of the bride, groom and guests. (Opposite or alternative) Without a paid professional, you would have to rely on a friend or family member to take photos, and I think this would be risky. I don’t think you can trust an amateur when it’s a once-in-a-lifetime event.

6. “Teaching school children” topic, 4 – step answer:

Do you think that school children should be encouraged t