Ielts Speaking PDF

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3 The Speaking Test Fonnat
This list of topics is not complete and every year more J)Jl:*��m-$*atr�Wi!
topics are introduced into Part One. 1m. 4ij:1fHi��jm£$�l!lHio
The important fact is that all of these topics should be m��, � 1:��JiJTJrj
quite familiar to you. Even if you don't like sport, you should (f.J � $ if!f »11 0 f!n -it � 1: � W �-f* Jf
be able to answer basic questions related to the topic of � �. itL�w:�� @J�� 1r �
sport. U� 1'11] Jm 0
Another important fact is that the topics are "general". �9"m��-.�. �@��:l!-�IY-J
They are not specific to any particular country or region. ifSlm. #-�ttX1�-Ai*IJij�--:x:itI!LKo
This means that the questions on food for example are about -tBJJt�iJl.1l�Tit��l!»!, �t��
food in general or food in your country, not specifically T-��k��JiJTff��k
about "food in China". �, #-�-}EA1*m"9=trnlB'��"0
One useful tip to remember about the Part One topics m��it�fl9�, m-mHt�@ifS
and questions is that they are designed so that every »1i & 1'iiJ Jm B� i�it� 1-1 T JiJT ff m � a<J
candidate in any country has an equal opportunity to fully � � t� �� 1r -¥ � fl9 tIL � [n] � JiJT 1f
answer ALL questions. riiJ Imo
For example, you might be asked: "What food is f9tJ �U. �1:� flf 1'iiJ:itt : .. {fJ\1fJ Ii1
popular in your country?" Or "What food do you like �m:��jffi��ft�?"Bl�
eating?" You will NOT be asked: "How do you make "1�q; � Ill: 1t �? "1JI'�� 11t I',l]: "1II'
Chinese dumplings ?" Or "Do you prefer noodles or �t-f§�T?"E1�"{Jj\J:�OO*�
.
nce:? �*11i?"
"
From the list of topics we can see that there are JAifSJmJtl��1flmJ)JttflJ, m
approximately 50 Part One topics (and this list is increasing $*�f.J1r 50 l'if!fJm (#- J3. 4ij:1f:trstf
every year). If there are five possible questions for each Part !tt:bU)o t!i4ij:-if5JHi1r 5 l'1lJ�i&:t£
One topic then we can conclude that there are potentially I'rlJ � rilJ Jm, Jj!IJ� J)J ffti�m-$7t-;ff
250+ questions in Part One. 250 $1' nr��11ttil'll] I3<J ruJJMl 0
This presents a problem. Most candidates prepare for l!Wttz:�T-l'l'iiJlEo FHT*�

their speaking test by preparing .. specific answers " for 1i�1:.�ttx1" A-f* l'ilJ 1m"1fE it "lfj
"specific questions". It seems an almost impossible task to m��"0 �mit 250 1'J)lL��
prepare 250+ answers. Even if this was possible, it would �fPJ.3f�*��o Nn{j!1fllTfm. ��
take an enonnous effort and use up most of a student's t.t!.1�1t LU §'*B<J� j] , )!JL3f�f£
preparation time and energy. ¥J1�� *$7tAtnJ] f11� f1 0
Most people who prepare in this way focus on the ��l!#1JA4i�fl9��$IiJ{�

.. content" of each answer and as we have already seen, re3::�fHf1P.ttf��"I*J?(I."L, �
content does not increase your score. Within the content �lIft1nTW:illJiJTijf, l!#-��m WJ��
they may be learning vocabulary for each question, but m�*�o ��u�it�?(I.
vocabulary only influences part of your score. Also it �ctt-@�4if.1'IJ=i]JMH11�rJ'�1IiJr[, 1f!
would be very difficult to learn 250+ sets of iSi]l[J{��n��1:$*�'*0 :tfJ3.�
37
,
3 The Speaking·-.t Format
Look at the example question: "Tell me about your

hometown."
This seems like a simple question Candidates must l!1'fii]m�{�Hflfa1.o ��\@i

remember that the examiner is NOT asking this question i.e {±, � � fa] J! l' fa] 1m 3f � � � jg
because he or she wants to know something about your 1tf!.��m T fM� (J{J �� 0
hometown.
Remember: The examiner is not interested in you, your i±.: ;tj�*�:!i!:x>t;tj�1' A.,
life or anything you say. The examiner is doing a job. The ;tj�(J{J�m�;tj�i�(J{J1fMP-J��
job is to award a score for your spoken English in relation to ��o ;tj'§:!i!:t£1Gmt{iJ!(J{JI 11:, tlP¥1i
the marking system. ,lfflif?tf�ll��a<J r=Iitftr?to
So again we can see that content becomes irrelevant. J9T �� 11l -N?X� ili � � * �:!i!:
The examiner is actually asking the following question: x�� 0 �'g��{Era]rflif�
"Show me your ability to describe something (a place) and IYiJJH!: "m!�1fJ\m:i£�$� (-1'-:1:&
give me some town or city vocabulary." jj)(J{Jfl�j], *§*-@*T�.a<J
WJ1Co "
Look at the example answer:
"I come from Beijing. I am native of this city. Beijing is the capital of China. In Beijing
there are many historical buildings. Beijing Duck is very famous-I always eat· it with my
friends. "
The problem with this response is that it "answers" the � � * (J{J fa] J1i t£ T �1f 't: .. [ill
question but it doesn't offer the examiner any evidence of �.. T fa]J1i, 1f!;tj�&tm (Ii];tj'i§r m!$
your ability to describe something. A description needs to �B(J{Jm�.�Rj]o.�@§*�
offer detailed and precise infonnation and the points need to �, flrou�ffLm\, ffijJ3.i�l�\1IV1¥�
be developed in some way. jj�m!7fi�� 0
If we consider the marking system we can also add that *Jm vy:?tf�ftE, �� tf:!. 1!1:f-r i*JJM
the answer does not contain any features of native-speaker 1fM* ±� lit r=I *(J{JJXl.� a
style spoken English .
• The answer is short / direct . • �*MH� /lHto

• It does not contain any linking'words or phrases. • �§*{fMittiWJEJt'�i!to
• It does not contain any redundant language. • [ill��§*{ffPJJLWJo
• There are no examples of uncommon vocabulary. • &:ff�r-1itmWJr[o
• There is no idiomatic language. • ri:ff.33 itf 0
• The grammar is correct but it is very basic grammar. • itfii.iEfdrJ{g��*iTf·iio
• There are no complex ·sentence structures. • &:ff��'ii]-r�ftJo
• The tense use is limited . ·�za;j�1£�o
39
. ---... ,4. �
This answer is therefore typical of a lower score (4-5). J!� r"I��:9t!:�ft-Jff£?t( 4-5 ?t )
Now consider the following answer:

I @]�o
"Well as you can probably guess I come from Beijing and I have lived here all my life,
although at the moment I'm studying in another city-Tianjin. I suppose if I bad to describe
Beijing, the first thing I would say is that it's absolutely enonnous, maybe even one of the
biggest cities in Asia I guess. It's so big in fact that even the locals have problems finding their
way around. Another significant characteristic is that it offers examples of both classical and
contemporary architecture. Actually some of the China's most renowned landmarks are "slap
bang" in the middle of Beijing.
This response is much better in quality than the first J!1'-@]�� l:t�-1'-M1¥J�, �
answer for the following reasons: m:!ufF: '
• It is long but doesn't move away from the topic! • @]��*, ffl�*19:�-WU.3::
question. �o
• It contains redundant language. • 'E!*'lCilij 0
• It contains linking phrases. • 'E!*ii�'I1:�iHo
• It contains one idiom. • 'E!*-1'- J3 i!t 0
• lt contains some uncommon vocabulary. • §.*-.ltiJ4�1itmllij¥[o
• The vocabulary is topic-specific. • iifJr[-\;Jj �l-ij§"Jmo
• It contains examples of complex sentence structures. • @*��11]T�ttJo
• It contains a mix of tenses. .@*��Bt�o
• The grammar is correct (even in the longer • i!}! 71F. fifij ( f!D f1! tE � * ft-J 11]
structures). rrf" )0
Because this answer meets many of the marking system EE Ti!l'@l��1t;Wj?tB<J*$

descriptions required to achieve a higher score it would be BW?t�*,w�-.ft.m�7�
typical of a score of7+. I:JJ:8�Jt�o
I) Activity
In the answer above find examples of the following:
• Redundant language • Uncommon vocabulary

• Linking words • Idiomatic vocabulary
• Linking phrases • Different tenses (how many are used?)
Description Structures
When responding to description questions, you need to begin with a lead-in phrase. (This is an
example of a linking device ! redundant language). Possible lead-in phrases include the following:
40
3 The SpeakingTest Format
OK then... Right, ok...
Alright. .. Well...
Well, you know... Well first of all...
Actually...
We can add a "pointing phrase" next, to signal to the listener that the first point is coming. (This is
another example of a linking device / redundant language.)
... the first thing I should mention is that. ..

... the point I'd like to begin with is that. . .
.. . I could start off by saying that...

...my initial point would be that ...
.. .I need to start offby pointing out that...
... the main thing you need to know is that...
.. . I suppose I should begin by highlighting the fact that...
...you may ( or may not) be aware that in fact. ..
.. . I really need to kick off with the point that. ..
Most of the above contain interchangeable words. Now you are ready to describe your first point.
Activity
Example question: "Tell me about the street that you live in."
Think about one important point you can describe about your street (it could be location, size,
appearance, the buildings etc.). Do not give the name as this is not really describing (and the name
would probably be in Chinese so you would not be using examples of topic-related vocabulary.) Select
a lead-in phrase and a pointing phrase.
• Now describe your first point.

• Choose different lead-in and pointing phrases and practice describing the first point about your
street.
The first point needs to be developed with a complex sentence. Notice in the example how the
candidate uses a structure with "that".
" ...the first thing [ would say is that irs absolutely enormous, maybe even one of the biggest cities
in Asia [ guess."
This is a simple but effective way to join your linking phrase with the detail sentence. The result is
a complex structure. Notice how the candidate then uses another linking word "maybe even" to add
more details.
41
o Activity
Example question: "Tell me about your studies or job."
Choose a lead-in and pointing phrase. Introduce your first point and use a structure with "that".
Add a linking word to introduce a detail about your first point. Now we can look at the full structure.
(1) Lead-in phrase

(2) 1 st pointing phrase
(3) Point I
(4) Linking word / phrase + detail about point I
(5) 2nd pointing phrase
(6) Point 2
(7) Linking word / phrase + detail about point 2
(8) 3rd pointing phrase
(9) Point 3
(10) Linking word / phrase + detail about point 3
Examples of 2nd pointing phrases:
Another point which I could add is that. ..

A second feature which I should mention is that...
As well as that, I could say that...
On top of that I can also add that. ..
Also, I suppose I should say that...
Examples of 3rd pointing phrases:
And I shouldn't forget to mention that. ..

In addition to what rYe just said, I can add that...
Something else that I n�ed to comment on is that ...
I guess I could also remark on the fact that...
So a complete response might look something like this:
'�WeILfirst ofall"the!main.thing you need to know is that. .. (point l) •..In fact... (detail l) .. On
.
top of that I can also add that...(point 2}...which means... (detail 2) ...Something else that I need to
comment on is that... (point 3}... So actually (detaiI3}...
C) Activity
Practice saying the full sample structure with your own points and details for the following
questions:
42
, --•.. ....
3 The Speaking �8$t Format
.. )i;.
T�ll me about the house / flat you live in. Tell me about your city.
Describe your hometown. What is your l11ain ambition? I
Tell me about your job. What makes you happy?

Tell me about your family.
Now write out your own full describing structure using the example phrases. Now practice using
your structure for the questions above.
Summary of "Description" Questions
Most candidates will probably be asked at least one ��5tJ��W1lIOJ ¥tl-1'-tlt

description question. This question is often one of the first ��B'-Jrn]JWo �tEtt��-$?tJ!.
questions in Part One. By producing style of answer we have :Ii)le rill B'-J /'flJ I! z- 0 �1l!WOO NT � �
just seen, the candidate is focusing on the marking system �EB��, ��f£fF�Btf±m
criteria and not "answering" the question. We have not Yif?tf�{lB��*, ffij��Jt�:(£" [ill
looked at any vocabulary for any of the individual topics or �"IOJ/l�L ft1i'li15��n�&�T�
questions-this can be found in the section on topic-specific Jt.1* ±JW!OC IOJ I! fIg if fiiJ i� ¥[. * 45
vocabulary later in this book. f�J§�Tif5JW� mi�1[ -iJ*if�tllt
ilE1ji$�IH1fffi 0
A very common type of questions in Part One is the �-$?t1it !It!.EB-�/,illlm�''*

"liking" questions. For xample: "00 you like animals?" xj("�I'iiJl!o 19tJ�ll: "1�*xj(i}tj��? "
As an examiner I have asked this style question hun- fF�5tJ�, j!�/'OJlMi��rilli1f{
dreds of times. A common response might be something like: stXo -%Hlg nll��:
"Yes, I like animals. I like cats and dogs because they are very lovely."
If you have read and understood what has been written tf��B�I�i�*Jj.*45rrj
so far in this book, you should be starting to see the oo�*EB�3 .• �� •• &ili��
problems with this answer. This answer lacks all the features @�EB�*Z�o��*��*±
common in native-speaker style English. The answer �*EB�M.#R*��.T[ill��
focuses I 0 0 % on content. �*:!ltc
Expressing likes and dislikes is actually quite a large ill T �>t :g � B'-J � it t£ � i! q:t :l!
area of the English language and as a result there is a wide mr�EB�B.ffi�EB��&m
range of language available to express these functions. �o ��',§I'nJ "1%I\*�iSfJ!fWJPl?J?" • �1::
When the examiner asks, "Do you like animals?", your mJjtl �m)!l.� B�i:W�f*��:g iE ,
answer should display some ability to express these ��lItrPJ�� § cB�ift�n�f1 0
functions using a range of appropriate language.
"I like" and "I don't like" do not display any ability ·'ft*�"!OC"��*�"z�fJ{J
to skilfully or flexibly express these functions. In most [ill � m � fm � lR 5tJ 1:: ff� J5 M;!OC �
43
i§! �'!t
ihrf= ·
..... �<
cases, the examiner probably used "like" or "don't like" m*.�.��.ho��$.M�
in the question, so candidates who use these words are r �rgB9 rrlJ Ii! r:p �{tm " .�"Wt" �
simply recycling the question words in the form of a .�"/'J{J�¥-F. ��1Jj�QlI:tfF�@t�
statement. m!l f!}iHiUy[zJf T :l
For these questions, the flrst step is to find some @1�J!�rrlJJiiat, �)tM�ili�
alternative language for "liking". The following expressions f-tif "liking" /'J{JXf1F.m!$ 0 I:J r ��
can be used for all general topics: Qs � ffl T J9Tff -JNtE�m :
I'm fairly I pretty keen on... I'm quite / pretty fond of. ..
I'm really into... I'm totally mad about. ..
I'm quite a big fan of. .. I'm quite partial to...
I simply adore .. , I'm quite passionate about. ..
I'm quite enthusiastic about. ..
I generally prefer .. , (use only when comparing)
Most of the adverbs are interchangeable in this .lit. r:p * $ fJ( iU iiU $ � I:J 1i 1!R:
list. f9! JH (
One advantage of the IELTS vocabulary marking m/[i,�ii\iiUr[$?tif?tfi�f1EB'�
system is that if you use an uncommon word incorrectly or �M��.*��mffl��
in the wrong context, you will still get some credit for trying �J: r)( J:f1ftffl T �-�r-# m�r[.
to use the word. ��ii\ffl¥Ufj��iiUffif��-J1!J?t 0
For example, if a candidate said:
"I'm quite enthusiastic about Korean food,"
Compare it with:
..I like Korean food."
Native-speakers wouldn't normally use the word �� 9i; iIt � -Hj:iIt � A - IN: � � ffl
"enthusiastic" to describe food, but the first sentence is "enthusiastic"*WiJ£jit!fWJ, fg�-1l]
better than the second because it attempts to use an rt�=1l]1l-F, ��-1l]'E2 '* T �r-'ijt
uncommon vocabulary item (quite enthusiastic). m iifH[ (quite enthusiastic) 0
So don't be afraid to use any of the words from the 114 lit. � *- ng 1!f ffl j� � m fj{] �fiJ
list-they are all worth more to your score than "I like" or 1[. 't1n tt "I like"�"I enjoy"!1!1ffIJ
"I enjoy". ��?to
We return to the question: "Do you like animals?" The ilft1fHI}tX@JflJ rrlJJii"f�.�zro
aim of our answer is to use about 3 or 4 "liking" !fWJ�? "ft1IJa9@J��miJj 3 � 41'
expressions. "W�X"�B9��o
Look at the following answer:
44
3 The SpeakirigTes�forrnat
"Well to be quite honest, in general I would say that I'm actually quite keen on animals, but in
particular I would probably have to say that I'm really into domestic pets like dogs. I guess the reason
why I'm a fan of dogs is because I adore their loyalty and companionship. In addition to dogs I
suppose I'm also pretty passionate about endangered species, especially dolphins and things like
that and this is due to the fact I feel some degree of responsibility towards wildlife protection"
() Activity
How many "liking" expressions can you find in the answer? How many linking phrases can you
find? How much redundant language is there? Find examples of uncommon or topic-specific
vocabulary. (Note "things like that"-the meaning of "like" is not the same as the meaning in the
question.)
Possible starting phrases for "liking" questions include:
Well in general I would say that...

Actually, I suppose that for the most part I'd probably say that...
Well, to be honest I should really say that...
Of course I think I'd have to say that. ..
Certainly I would definitely say that...
Well, I guess that generally speaking I would certainly say that...
Then select the first "liking" expression and add the topic word or a general category of the topic.
Example: "Well in general I would say that I'm quite passionate about Italian food; ... "
Now you need to add a linking word or phrase to introduce a specific type of the topic or category
(eg, pizza).
... but in particular.. : ...to be more precise.. .
... particularly... ...to be more specific.. .

...especially... ...to be more exact...
... specifically... ...to be more accurate...
Now add your second "liking" expression with the specific type.
Example: "Well in general I would say that I'm quite passionate about Italian food, to be more
specific, I would probably say that I'm really into pizza and pasta."
Now add a linking phrase to introduce the first reason:
And I guess this is probably because...

This could be because.. .
This might be because.. .
This is due to the fact that...
I suppose the reason has something to do with the fact that...
45
. ---.... ,大家网[www.TopSage.com]
.. �.
"Well in general I would say that I'm quite passionate about Italian food; .to b e more
specific I would probably say that I'm really into pizza and pasta. This is mainly because my
girlfriend is Italian so she always cooks Italian cuisine at home."
Now use a linking phrase to introduce your second point.
As well as this... To add to this...

In addition to this ...
Use another "liking" expression: "As well as this, I'm quite partial to vegetarian food."
Now be more specific:
..As well as this, I'm quite partial to vegetarian food especially things like bean curd. This
could be because...I'm quite conscious of healthy eating and bean curd is a fat-free food and it's
high in nutritional value."
So the complete structure looks like this:
"Well to be quite honest, in general I would say that I'm actually quite keen on ... , but in
particular I would probably have to say that I'm really into...you know, things like . .! guess the
.
reason why I'm a fan of ...is because I adore...In addition to this I suppose I'm also pretty
passionate about..., especially ...and things like that, and this is due to the fact that... "
Use the structure above to answer the following questions:
What food do you like? Do you like listening to music?

Do you like reading? Do you like shopping?
What do you like about your hometown? What do you like about yOl;lT studies / job?
Now answer the questions using your own structure .
.. Disliking" questions are quite common in Part *T'·.�" EI<J rcilllltE 0 ift�iJt
One of the speaking test . The answers can be very ��-$7t�&1it.!A!.o @]�llt�/'tl]l!nr
similar to the "liking" questions but with .. disliking" VJ f1( lill �"* �"� EI<J I'll] l.�tJJ� ft:�
,
vocabulary . w.�� f(Mi� �iPJ 7[±lt1t:'ilJ -=f��

.. .. 0
The following language can be used to express ��r��1JAnrm*@]� "Y.i

.,dislikes". �"�lY-JriJ]J1i :
I'm not so keen on ... I'm not really that fond of...
I'm not much of a fan of...
46
"c',;,,,:::"""
3 The Speakin�t'.t"
,"
,!II' :
And for very strong "dislikes" use the following:
I totally detest... I really can't stand ...
• I absolutely loathe ...
In your answer, try to use a "dislike" and a "strong if @]�9=tiJt��m-1'-�l5 ., /F

dislike" phrase. Use the same style of structure as the *x!x."��1'-�l5"5j?!HI�"�il1]¥[o
"liking" answer but change the linking phrases. m�fP1"§�" �@]��Ja]T�f�,
f.§jj:]t£PR:)!ti,��if. 0
Example:
"Is there anything you don't like about your hometown?"
"Of course I think I'd have to say that I'm not so keen on the weather. To be more precise, I
really can't stand the summer months. This is due to the fact that the temperatures can get as
high as 40 degrees so it can be quite uncomfortable if you don't have air conditioning in your
house. In addition to this, I'm not really that fond of the public transport system. And I guess this
is probably because the buses are too old and the seats are really hard, so long journeys are
usually pretty bumpy."
m�f�fj{J��@]� rOOJL1'-".
I
Now answer the following "disliking" questions using a
similar structure: lf1f> "�B� r!JJJ}ji:

Is there anything you don't like about your school! studies?
Is there any food you don't like?
What's the worst thing about shopping?
Are there any clothes that you don't like?
What type of weather do you dislike?
Summary of "Liking I Disliking" Questions �J

The most important thing is to avoid the simple ��, �1:��Wfjmi1f!
vocabulary (like, dislike, enjoy, love, hate) and replace these il1] 1C (like, dislike, enjoy, love, hate),
with the expressions given in this chapter. f$.itm*.JYf9UB��1iA:�mHtto

Many candidates put "likes" and "dislikes" in the �& � � 1: ffi .. 3 xX" fIl /F. �"
"
same answer (usually the "liking" question). This is not tilS $. if IPJ � @] � 41 ( illi 1ft * @] � ., *
wrong, but as we have seen, the answers to these questions �" �fj{J r!JJ !�i) 2:# &:ff�, fE!. �
0
can be quite long, so it is better to split them into two n�m,2:®�M��***.��

separate answers. 1n?tnx;p;I.j 1'-I�JL B� @I� tt$JtM 0
Remember: Give a developed answer to every question. ff� ::xq-&1'-rt=i]Jl1ItI5M��*@]

In the past I have heard answers like these: �oii��;f�t�nJTiIJl1:J!¥-¥B<Jr5J� :
47
Do you like animals?-No, I don't like animals.
Do you like reading?-No, I like watching TV instead.
Is there anything you don't like about your hometown?-No, I like my city. •
As a rule, if the examiner asks you if you like jJJi 'ht ;t;. 'R I'rl) � �� J: J/A��
something, give a positive answer (yes) even if that answer �,-.��@�,gW��
is not true. In the same way, if the question is: " Is there Jij��/Fr.f 0 fPJ�. �u*riiJJm�:
anything you don't like about...?", you should also give a "�T"""ffJ\� tt�/FliJ/Aa<.Jru;? "
positive answer (yes). -tl1.��i1f);£rEl�o
Speaking positively is much eaSIer than speaking � � (f� @ � ,trl, tt �);£ (fJ @l�?if.
negatively and it is easier to give reasons and examples to �. � tl1 iE fffi (J{J JI IiI fU f9tJ r-m tt Ii 00
say "why" rather than "why not". B<Jfa11f!o
Remember: Base your answer on language not on it.: ��(]I,]��mfmIJmTift�

fact or truth . You do not get any marks for telling the W/F•• �D��/F��*�.�
truth ! ffiH�5j-o
Qu��fioJl1ype 4: "Typt!�s of" Q.uestiQ!!s
Another common type of questions in Part One is
I
��- ifIS 7} Jj - � 'm- !J� (j� rUJ �:m:
"types of' questions. §�"types of "(j�I'iiJl;:ijo
For example:
"Tell me about the different types of public transport in your city."
The most common problem with these questions is
I
M. r ltd 1ill.1:!.
shown in the following answer: tliHiiJ Bt�� ill :Jll89'M" !.4!.1'iiJJ!:
"In my city there are many types of public transport, for example, buses, taxis , motorcycle
taxis, trains , planes , ferries and mini-buses. "
In this answer, the candidate lists seven types of public ��tflll1�rp�IJtH 7 7 #0�
transport. However. the answer is 10 0 % content and there is 3CiiIJ{.o � # @�*�{j!lrI:TJ*J
no evidence of native-speaker style language. Some ?iJ.,�x*±�m�mofl��Jij
candidates may believe that get one mark for every type of fl�1A:1-J4ij�HI-�3C:ilRI.J't·�PT�� 1
transport that they list but this is not true. 5j-. it�/F�o
One reason for this answer is that in spoken Chinese it ii :H � # [ill � B'� -1' Jjj( � �
is quite common to give these "list" style answers. " �IJ * .. t£ �� if,- [J if,- rp H:: �M 'M" fft!. B<J [ill
�1fAo
A good answer to these questions should be structured M- (f<.J IIII �m � � p.ft � �Ij 1f Atil
and developed in the following way. � 1ij rtJ!i f� jf � 7f !ill � 0
48
· .... " .- ,
; :: "
" ,
,� ••......... 3 The speaki"iigTsst Format

. .
"".". ..�: ,.......,."
Begin with an opening phrase:
Well actually •.. Of course, you know ...
Sure, obviously .. . Of course, it goes without saying ...
OK, certainly ...
Then use one of the following:
...there's quite a mixed variety of ... ...there's quite an extensive diversity of...
...there's quite a wide range of... . ..there's quite a diverse mixture of ...
...there's a fairly broad range of...
So the opening line might be:
"Of course, it goes without saying that there's quite a mixed variety of public transport in
my city."
Now use the following structure to introduce the first type:
But I guess the most + adj. .. .would probably be ...
However, I suppose the most + adj. ...could possibly be ...
Though I think the most + adj.. ..would potentially be ...

Yet I imagine the most + adj....may well be ...
Still, I suspect that the most + adj. ..could perhaps be ...

.
In these structures you will need to select an adjective iE�®/pJ�rp, ��-1'

which fits the question. Here are some possible adjective �-&t:i!1'I'6]m8{J%�i�o rOOl�tH T
suggestions: -®liJf��%�i�:
common {t�MJ commonplace -tJtlr-J influential �*},,{.;Jlr-J

popular MiAtMJ frequent ��lr-J prevalent �tfAt�
fashionable M.�}J �I.L lr-J trendy atftfl� notorious ? � ��4�
famous ttl� � well-known 1.P � � crucial .f.*�-l-�
widely-used -t�1�Jfl� widely-known �� prominent �:i-�
important �-l-� significant �5lYk� widespread �1&lr-J
standard *;f.;it ir.J conventional ttt;tMJ celebrated :i- � 9I.J
hip #WJJMJ with-it at�MJ commonly-used 'tJflMJ
usual -t'tMJ customary >]j�� commonly-known it pJf ffil1.P a�
current J1.,(£ � fashionable at�MJ notable :i- � 9I.J

best-selling it #J 1jlj MJ up-to-date itmrir.J renowned �� MJ
I
49
.:,·,.
i 'iII......r...
.. ..
.. , 4
�.
So the first sentence could be:
"Of course, it goes without saying. that there's quite a mixed variety of public transport· in
my city. Though I think the most commonly-used would potentially be buses."
Now use a phrase to add a detail:
The thing with buses is that...

I assume buses are ,so + adj. because...
The' point I wanttoiadd'aboiJt busesis that...
And what you have to realise with buses is that...
And the explanation for this could be that. ..
And the basis of this is that...
So the first part of the answer could be:
"Of course, it goes without saying that there's quite a mixed variety of public transport in
my city. Though I think the most commonly-used would potentially be buses. And the
explanation for this could be that � are so cheap and reliable. In fact the average bus fare in
my city is about one yuan for a single journey.
Notice that the detail sentence doesn't repeat the word tt�, tlli��IBTjB<J�ff1ij&ffm�
"buses", instead it uses the pronoun "they" (some answers {9!J+J-� ifiJ "buses", Wi J!Ff-H-tiii] "they"
wilJ need "it"). *�f�( *J @ Iiq�7ffl� HJ"it")o
Also notice that the detail sentence uses a linking word :if�tt�, Wi*�ilB<Jiwa:Jmm7
"in fact" to make a complex structure. �t�ii]"in fact"*�mt�1ij�c
Now use a linking phrase to introduce a second type.
Besides (buses), ...

As well as (buses), ...
In addition to (buses), ...
Another kind of (public transport) would be...
Another form of (public transport) worth mentioning could be...
A second variety of (public transport) would be something like.. .
A subsequent category would be something like...
So the next part of the answer might be:
"As well as buses, a second variety of public transport would be something like taxis."
Add a linking phrase to develop the second type:
50
·-.;:; ·:�r
3 The SpeakingTestForr:r)�t
And the main characteristic of (taxis) is that. ..
And the unique aspect of (taxis) is that ...
And one exceptional aspect with (taxis) is that...
Add the detail with a linking word to form a complex sentence:
"As well as buses, a second variety of public transport would be something like taxis. And
one exceptional aspect with (taxis) is that they are certainly the quickest way to get around town.
So if you're in a hurry then taxis are the best bet ( = the best choice )."
Now you need to add a vague end line:
And of course there's the usual things like.. .
And obviously you can also find things like.. .
Likewise, as might be expected, there are things like...
And naturally, there are things like...
So the final sentence might be:
"Likewise, as might be expected, there's things like ferries, motorcycle taxis and trains,
although these are not as widely-used as the first two that I mentioned. U
So the finished structure might look something like:
"Of course, it goes without saying there's quite an extensive diversity of .•. (topic) Stil� I
suspect that the most + adj. could perhaps be... (type 1) A nd what you have to realise with. ..
(type 1) is that...In fact / so / but / because... (detail)
Another form of.. (topic) worth mentioning could be... (type 2) And the main characteristic
of ... (type 2) is that ...(detail) (+ linking word / complex structure).
And naturally, there's things like . . . (2 or 3 other types)"
Use the complete model structure to answer the following questions:
Tell me about the types of sports that are popular in your country.
What kinds of restaurants are popular in your country?
What types of shops can be found in your local area?
What types of things do people collect in your country?

What hobbies are common in your country?
What types of TV programmes are popular in your country?
Now design your own structure using the language options provided in this section.
51
3 The speaking Test:Format
-... : - ,
"""
"How often do you go to the cinema?"
"Well to be honest, I think I would have to say that it really depends. Like for instance, if I
have the money, then it's quite possible that] will watch a movie in the cinema, two or three
times a month. You know cinema tickets are pretty pricey in China. Whereas in contrast, if I'm
broke, it's more likely that I'll watch movies at home on DVD; you probably know that DVDs
are quite cheap here, especially compared to the price of a cinema ticket. "
The key to the answer is the structure "it depends". If ��Ef'�*tt�"it depends"�;ftj 0
you use this, you can produce a "situational contrast" which mE!]1 tfj "·��xftt." M!�1:.��m
allows you to use contrast language (linking words). xftt'/ii-rf 11 (:itj:1('l1:iPJi! ) 0
The flrst step is too select an opening phrase:
Well to be honest... Well in truth...

Actually to be faiL.. Well in all fairness...
In actual fact... In fact, in all honesty...
Now select a 'depends" phrase:

·
...I think I would have to say that it really depends.

.. .I suppose I would have to maintain that it kind of depends really .
.. .I imagine that it would depend on the situation.

.. .I guess my answer would be determined by different conditions.
Now select a linking phrase:
Like for instance... More precisely like...

Like more specifically ... Like, to be more direct...
You know like, to be exact...
Notice that all of these linking phrases include the word 1EH�tl::f:a<j:Iik, l!�iit�tlmi!9=t
"like". In these structures "like" is a conjunction used as a §j!"like"-inJo f:.:(ill��9=t£--1-
meaningless filler word. This is very typical of infonnal iij:1(jnJ, 1JtJ:fJft:rifiA1*:*)(a<j:l:JUEinJc;
native-speaker English. l!tf1Jik*±�t:i&--OOftEf'�AJJ2�,�o
It is important to get the next step exactly right. The r - tl7iJl1iiEifij :Iik� �#m � E8 0
success of this structure relies on the following conditional :i! f'tt 1.l] f-� f� B<] JJX::r)] � tk: T r JIj �
grammar structure: fl}:1.l] :
Select one of the following:
If(situation A) ...then I will most likely...

If(situation A) ... then it's quite possible that I will...
If (situation A) ...then as a consequence I will probably...
If (situation A) ...then I guess it's quite likely that I will...
53
-'J a&2t:-f= wI"
''tj ,
I!!��, 4, ....
,A ...
_- �
:"'', "
Your answer is going to compare two different � 1:. Ef{J @1 �!/4f �;J tt w;j f'P � Ill] �
situations or conditions. These can be quite flexible. Here 'hl%l!xtl\:f5Lo :i!.@n]" ��1ItJJ!m 0 r
are some possible ideas to use: 00 � ili�.®m�TEf{J��:
Situation A Situation 8
Weekdays Weekends
Summer Winter
Good weather Bad weather
Term time School holidays
If I'm alone... If I'm with friends ...
IfI've got a lot of time... If I'm fairly busy...
So the opening sentence might be:
"Well in all fairness, I imagine that it would depend on the situation. Like for instance, if
(situation A)...then I will most likely ... so / because / in fact. .. "
Answer the following question, introducing one �Ef{JIIlJJ!. �BJtrp-.�1f

situation. (Develop the situation using a complex structure.)
I %o(Jtj!i�1l]�if�f'P'lf%mHfi�:)
"How much time do you spend listening to music?"
(If possible try to avoid repeating the question ( � n]" fI�:0J! �m:!i {tJfj rUJ J8l J:f Ef{J
vocabulary "listening to music".) Now you can compare iPJy[ "listening to music" 0 ) Jfi.{£�·1f
situation A with situation B. Add a compare linking % A � B m:qTxiftto �1Jn�l'�;Jtt
phrase: ��iJlJ:
Whereas in contrast... Though, at the same time...
Whereas on the other hand... While, oppositely...
Select one of the following:
If (situation B) ..• then it's more likely that I'll...
If (situation B) ...thenit's almost certain that I will...
If (situation B) ...then I will almost always...
If (situation B) ...then I will most certainly.. .
Remember to develop situation 8 with a complex ¥±jlm��1l]�X�··tff% 8 �Jf

structure. .�£� 0
Now answer the following questions using the fully lJ\1:(£ m 1E 7t Ji Jf i£ � � � ftJ @1
developed structure for two situations. (If you want to give a �L;Ara<jro]:lIo (5lQ*�1:.11tf1=ili1!
longer response you could even introduce a third situation.) *�@1�. �PJL;A1r-mm=:l*'If%o)
54
.... . - .
3 The Speakfng T8$t Form�t "" -,
How often do you go to the cinema?
Where do you usually go shopping?
When do you usually read?
At what time of day do you usually listen to music?
Who do you spend your evenings with?
When you go out in the evenings, what do you usually do?
How often do you play sports?
How often do you eat out in restaurants?
I Summary of "Wh-lHow often" Questions I

If you follow the example structure, make sure that you �n*��£Jl�J-Hl:��ta�, *�\
choose two situations that are very different. It is easier to �� m�o��.�
contrast two clearly different situations. � ��'IW�x;j"tt�*£��o
Make sure that you use "if" and "will" for both * �\ � �11f�mfj!m "if " fn
situations. This is a fairly complex grammar structure but it "will" l! 1'- ift #;: ta � ffj fl1f � �
0
is easy to construct accurately. This type of answer directly �,�m�am •• m�o l!�@�
influences the "Grammar" score and the "Fluency" score in � 1Ht� ntnJ �� 0 ift�iJt r:p "i!#;:"
your speaking test. tl1"mt�IJN: "pijJ.Ji (.i<.J��?t 0
In Part One, the examiner might ask you questions �trltm-$?t JlJ fj�� l'iiJ -@
which appear to be direct "Yes / No" questions. 1rt1Hf.J"� / �"m.�rii]�o
Look at the following examples:
Do people wear special clothes at weddings in your country?
Is watching TV a popular activity in your country?

Do you think it is important to play sports / do physical exercise?
Is fast food popular in your country?
Is healthy eating important?
Can you play a musical instrument?
Do you think it's important for children to learn to play a musical instrument?
Is food expensive in your country?
Is education free in your country?
Do you think you are an ambitious person?
A common problem with these questions is that many x;j"Tl!�m.lll), ��@�

candidates begin their answer with a direct "Yes" or "No" rii]lmlli:(£llttm"�"�"� �"*@
and then give one or more details to explain their answer. � ,-lIHlfjZJ)l�� :i1!fifU¥ff i!jf� 0
55
This is not wrong, but these answers are often too simple in m, 19JtifH!�:ftJiITfij., tttt�
grammar structure and lack the essential I inking phrases. 1" HI � (f.J it4t'I1:�itt 0
A better answer is to answer BOTH "Yes" and "No". Iftj II,t JtJ·, �"fil" � �" @] �l!�
By doing this you will produce a response with better quality rll]Jmtt�MD l!ff.�:'£.Wtft�m£MB'.J
language structures. i.g.��:ftJff.�7 0
Look at the following example:
"Is healthy eating important?"

"Yes, healthy eating is important, because... "
I
If you answer in this way, you are limiting your answer �ll*l!ff.@l�, ��EJJtre@]�ffij�&
to a fairly basic structure. t£-1-tt��B'.J��l:7 0
Now look at the next example:
"Well in actual fact, if I think about it, I guess that in many way� it's fairly important,
e&pecially when you consider that a healthy diet can help to prevent a variety of diseases and
health problems such as diabetes and obesity. But you also have to understand that eating
unhealthy food in moderation is not overly hannful. In fact unhealthy food is often tastier than
healthy food so I guess it's fine to eat a little junk food now and then. So all in all I guess. my
answer would have to be yes and no. "
It is possible to use this type of structure for many, but *giHtfU)r��giHf'�"� / N"�
not all, "Yes / No" questions. rrJ]mli�rJt Hjl!ff'tAMJ*lrjl�o
Look at the list of questions at the beginning of this if if * 1l ff 1m IYf �IJ ill a<] I'll] IJl ,
section and decide which ones you would be able to answer �Il Wi 19J� J!t:. nr �:tm!It � � @] � 0
with this structure.
The structure can be built in this way. First, use an �:ftJnr �:tl!ff.�J3.� D 1t)'c, ftJfl
opening phrase: -1'ff��i*:
Well in actual fact, if I think about it, I guess that in many ways...
OK, well in reality, I suppose that to some extent...
Alright, I guess that on the one hand...
Well certainly in some ways...
Now make your first statement (eg, It's fairly £mtE7F�f.j�-}i�:U�d� ( bt�ll: It's
important...). Develop the first statement using a linking fairly important... ) ffl-1itti'I1:��
0
structure: �ff�-,��:
...especially when you consider that...
...particularly if you think about the point that...
56
3 The Speakiri-g-Tes�'For.mat
...especially with regard to the point that. ..
...and this is definitely the case with...
Try using this structure to give a "Yes" answer for the iJt#�ffJ�f41�f1gx;rfOOl¥JrQ]
following questions: 1m�--t-Fr�I¥J@] �:
Is crime a problem in your country?

Do people in your country often keep pets?
Is it always good to be ambitious?
Now you need to introduce your "No" answer. First fJ\!tF.�ff.H1�� @] �T 0 ti";t�
use a linking phrase: m--t-:ii1JH/t�i-rt :
But you also have to understand that...

Even so, you could also say that. ..
At the same time you could say that...
I
After describing your "No" answer, you can "round- ��7"G�� @1 � ZJ5, IlJ �jm
off " the answer with one of the following phrases: rOOI¥J--t-�iftuHT"��":
So all in all I guess my answer would have to be yes and no.
So on the whole I suppose the answer has to be yes and no.
So all things considered I guess the answer is both yes and no.
So in the main, I suppose the answer is probably yes and no.
Use the full structure to answer the following questions:
Do many people work on farms in your country?

Is food expensive in your country?
Is public transport expensive in your country?
Do you think that it is important to spend time alone?
Some "Yes / No" questions in Part One cannot use this m-$7tfl-J!t"�/=a"�I'iiJ�
"Yes and No" style of response. Look at the following ffEm"�ltl=a"l!�$?tFr�$?t��
questions: 1¥Jffi1�ms��o �rrmB"Jrp]D!:
Is watching TV a popular activity in your country?
Can you play a musical instru�ent?
Are friends important to you?
With questions like this it may be difficult to answer 1��:t-f (I� I/:i]J�ri�r��q�XflUAiE1i
both yes and no. It is probably much easier to give a "Yes" 1�f:nOO* @] �o nrffE�--t-Fr�I¥J�
answer. Use the structures given to introduce your "Yes" ��o �mJYf�I¥J�f1g*'11
57
l±P�'
I
idea and then develop this single idea with one or two � � 5E � xrt'�' � Fn m - w.J 1-
reasons or details. �fEJBt�lIril*�7fl!-��o
I �i�" Summary of "Yes / No" Questions "",1

.J
I
The most important thing is to avoid repeating the 1ft 1l! � a<] � ill jflf fk. HI "Yes" !!.X:
question structure with a "Yes" or "No". Example: "No" 1t�l'n:JJm��f�o {9tJ�Il:
"Israst food popular in your country?"
"Yes, fast food is very popular in my country, especially ... "
As we have seen before, repeating the question ft1f'J�iH, m!il'ii]JmI¥J1i]T�#J

structure does not have any significant influence on your �·H� 7t ji fl fij !IJJ, HJT I:J �ll* � 1� ;Wi
score, so if you want a high score-DON'T DO IT! 7t-WtjJIJn�fFt\t
. . . . .
!
With these questions you need to think quite quickly, Wtrii]fljl!�ro]JMIH1, ��·tJci!
especially if you want to give a "Yes and No" style answer. }�,�, jt;lt:li!:�ll*�z�m "�11l
You don't need to have wonderful ideas for your "Yes �"l'fJmA;lill�o ��!.l6,�tfH&.
and No" answer, just something that gives you the chance to I'J'�AA!.,�* lill � , fP�:Ji&�i11$flm
use the structure. Remember-the examiner is not marking �m��.fiD W�:�
your ideas. -g/FJi& 19� � (J<] ;@J�tT 7t 0
Question Typ-e 7 : "Woulc!�'_ Q�estions
Look at the following questions:
W�uld you like to move to another city ,in the future?
Would you like to change your job?
Would you like to live near the sea?
Would you like to learn another foreign language?
Would you like to be in a film?
What would you like to change about your city?
What would you like to change about your school (school in the past)?
Would you like to change your name?
When the examiner asks these questions, he or she is �'ll"rllJllt�rii]I!II'f, 1illEJttttE��

listening carefully to one aspect of your answer. What do -ntiA1i!& ft9inJT�� un � q:t (J<]�-1J
you think is the most important aspect of your answer for OOo�iA�@�l!��.��1J
these questions? OO�ft�?
Look at the following example:
58
t f" 1 , 'i¥,.
.,
3 The Speakirig�t<��rm�t
"Would you like to change your name?"
"No, I don't want to change my name. � fact I think I'm really fond of my name because it
has quite a deep and significant meaning, and as well as this, my mother chose it for me so she
doesn't want me to change it. Actually I am sure I will never change my name!"
Is this a good answer? l! :m:-1'-M-B<J @) � Ilij?

What is good about this answer? l!-'tlnllt9.f{EP]J�m ?
What is missing from this answer? r�illt 4' M 1.$: 71t 2. ?
The grammar aspect of these questions is very l! @I'O]m 'fl �iif�l! 1'-1JOO��
important. As a basic rule, if the question uses "would", #j!�o �*rnt91UWt:m:, 1B]1m'fl�ili
then you need to include at least one example of "would" JJe "would" , :5\j1:3IY�if:E�� rft mJ:-ff
(or might / could) in your answer. -1X"would" (1OC::f:m: might / could)o
For most of these questions, you should use the second �fT*��rO]»E, ��iM=J
conditional tense in your answer. In fact the examiner is �o/aJH1�*@]�o $�L, �1rwH�
expecting you to produce an example of this verb tense. �WtJ!nJT¥Ij�1:{tffll!#;fJiif]Bt� :)
The form of the second conditional is quite simple: *,t41ijB>t�B<JmA;��#raJ!'f! :
If + past simple, would / could / might + infinitive verb.
eg: If I lived near the sea, I would be able to eat fresh seafood.
If 1 had the time, I would go for travelling.
The second conditional is used to talk about a present *,{41ijBt�ffl VJ �i�:fm{EW(:�

or future time, to describe an event that is unlikely *BtrB]�1:B<J$. Wi�-{tf �PJ�
(hypothetical). � ( 11 f� a<J )$>11i 0
eg : If I worked in a factory, I would be tired every day! (But I don't work in a factory and it's
unlikely that I will work in a factory in the future.)
o Activity 1
Think of one basic second conditional structure for each question: use positive sentences. Try to
use different words for each example.
eg: "Would you like to move to another city in the future?"

"I would like to change cities if I had the chance. " Or "If I had the chance I would like to
move to another city. "
Would you like to change your job?

Would you like to live near the sea?
�ould you like to learn another foreign language?
Would you like to be in a film?
What would you like to change about your city?
What would you like to change about your school?
59
Would you like to change your name?
What job would you like to do in the future?
"
Would you like to live in a foreign country?
Would you like to be a professional photographer?
When you add a reason or detail, you need to use more second conditional structures:
eg: "Would you like to move to another city in the future?"

"
"I would like to change cities if 1 had the chance, because if 1 lived in a different city I
would make lots of new friends and I could try lots of new kinds of food. Also I might be
able to find a well-paid job. n
..J Activity 2
Go back to the previous activity questions and develop your answer with details or reasons, using
more examples of the second conditional. (Try to use some examples with "might" and "could".) For
some of these questions it is possible to use a negative form.
eg: "Would you like to move to another city?"

"No I wouldn't like to move to another city, because if I lived in another city I wouldn't
have any friends.
Try to make some negative sentences for the questions (remember your details and reasons can be
either positive or negative structures, but they should be second conditional).
Sometimes candidates begin these questions with: "I never thought about it." This is not a good
example of native-speaker language. The following structures can be used to begin your answer.
Well, quite honestly I don't think I've ever thought about that, but I guess...
Actually, this isn't something that I've ever considered, but in short...
I'm not really sure how to put this, but I suppose generally speaking...
Look at the following complete structure:
"Would you like to move to another city?"

.. Actually, this isn't something that I've ever considered, but in short I suppose I would
possibly consider moving cities, especially if I had the chance to move to a coastal city like
Xiamen or Sanya. If I lived in a seaside city I would be able to hang out on the beach every day
and I would also have the opportunity to get into water sports like scuba-diving and possibly
surfing."
Notice how the first structure used "verb+ing": "I suppose I would possibly consider moving
cities... "
60
.'.
3 The Speaking'Test Format

This structure is much more complex than the basic: "I suppose I would like to move to another
city....,
Try to use one of the following structures for your first structure.
I imagine I would possibly think about (verb + ing)...

I guess I would maybe contemplate (verb + ing) ...
I would perhaps reflect on (verb + ing)...
Look at the activity questions again and try to use one "verb + ing" structure for each. Try to use a
different verb from the question verb.
eg: "Would you like to learn another foreign language?"

"Well, quite honestly I don't think I've ever thought about that. But I guess I would maybe
contemplate taking up a new language."
Now practice developing all of the "Would" questions in this section.
Summary of Part One Question Types

In Part One of the speaking test, most of the I=l ift� iit � - $5t B<J -}( � fx: Ill]
questions asked will be one of the seven types described JMl�]�T*lliti£a<j 7 #��Z-o
in this section. There may be one or two questions that �jTH�� -�1'r6]»Jj�JmT� 7 #
are not covered, but most candidates will find that all of ��. fE!$fl��:oo{tk1n�
their part one questions are covered by these seven $5t I¥J FJT � Ill] � tlHg * ifi! 7 ¥p �
types. �B<J��o
If the examiner asks a question that is not covered by ;ff�:f��1§I¥� frDlMimHi T � 7

these seven types, just remember the following rule: flll��, I'iJ �� lc.{±"Fffiil¥-J�mIJ:
Long response - Linking phrases - Complex sentence - Redundant language

(�*I¥J@)� - lt�tt�ift - �tk�ti!i� JL�)
One obvious question that has not been described in * il * iti£ k1 "Why" m [,OJ (f] r�
this section is the .. Why" question . These questions are Boi!��Qm��.5t�
more common in Part Three but they occasionally appear in $, {IT f� � -tiL t/j .fI]:{£ I=l itt� iJ\ m -
Part One. See the Part Three question types later in this book .#o •••*��m�.*�
for ideas on how to answer these questions. B� � B<J 1t-tB * 7 � �n fpJ [ill �i!�
IIiJIMio
61
cr
�JfInt:-t:
I� ��L
In this section each Part One topic is presented with *-;1 r:�I4ij:1'm-$7t�JmmM-t
possible questions and example uncommon vocabulary and � IlJtm H\ j1] B� Iii] 1m f1l Ej -ijS 1m fir .3C B"l
idiomatic language relevant to that topic. (Remember-one ��'nt m iii] ¥[� 33 iff ( t± .-if7tf,j
of the most important aspects of the marking system is li.m�B"l-1'-1fOOilt��'nt fflWJ
uncommon and idiomatic vocabulary.) 7[ t11 )3 iff B� {9!ffl 0 )
Most of the idioms have been explained in simple *- � fl 33 iff B m raJ if! l'fJ � itt.
English, but the vocabulary has not been translated into " , {f!n::iii]r[**llIllmtrt=r)(o
Chinese.
You should use these topic pages as a learning tool. 5\j�Etr�rei!@-ijSmf1:1g-�

Select one or two topics per day and use a good dictionary �33 IAo 4ij::x:i2\;�-w;j1'-ijSJm, m
to translate the words yourself: in this way you will be -*tfB"lWJA � B l1mlli!@1tiiPJ;
actively learning the new vocabulary. You will fmd it �f-F5\j�IlJV....t±i;b!tf!lJH�1::WJo 5\j1::
easier to remember the words if you have translated them �2itJW., �Il* � B:i1!filmll, i�{±�
yourself. ®if!iPJ�$3t4£;f'� 0
Topic 1 : Where you live
Tell me about your hometown / street / apartment. I I
What do you like about your hometown / street / house / apartment?

Tell me the good things about your house.
Is there anything you don't like about it?
Would you like to move to another city / street / house / apartment?
What would you change about your city?
Would you recommend your area / street as a good place to live?
\
• Nouns
winding street suburb architecture back alley
the locals (= people) local cuisine shopping district
residential area estate neighbourhood municipality
apartment complex capital
• Adjectives
sprawling regionally important commercial powerful
unique distinctive built-up affluent
industrial provincial
62
.."-' ..... . .... .. ,., .,
! . ' ' ,.�.. ,.

3 The Speaking'T:es.t Format
�Idioms
run down(= in bad condition) Some areas are run-down.
up-market I chic (= fashionable) Some neighbourhoods are becoming very up-market / chic.
Topic 2a : What you do-your job
Tell me about your job. I What job do you do?

Why did you choose this job?
What do you like about your job?
How long have you been doing this job?
Is there anything you don't like?
--------�)
�Nouns
profession line of business occupation line of work
�Verbs
be involved in share responsibility for work within a team
� Adjectives
hectic exhausting taxing intricate
undemanding
�Idioms
work flat out(= work very hard) Sometimes I have to workflat out.
on the go(= very busy) I'm always on the go.
get to the bottom of(= solve) I have to get to the bottom of problems related to...
pull out all the stops(= make a special effort ) When it's busy I have to pull out all the stops.
take charge of(= manage) I often have to take charge of the whole department.
pick up the pieces( = take responsibility) When there's a problem I have to pick up the pieces.
Topic 2b : What you do-your studies

""-------�
What are you studying?

Where are you studying?
Why did you choose this college I university?
What's good about where you're studying?
What would you like to do after your studies?
�Nouns
schoolwork branch of learning field of study discipline
lecturer theory
63
.
The Speakin�t"'t FOrm�t
" "
3
c� __ P_a _rt_T_w_o_o_f_th_e__
S _
p e_ __ )
After completing Part One (usually after 4�5 minutes) m-$7}�iJ\��lt5(jj1it 4-5
the examiner will move onto Part Two of the speaking 7}lltt), �'§�fl#jltJr Dift�iJt�
test . m=$5to
In Part Two the examiner gives the candidate a topic tEm=$5t, �'§��4ij:11l�1::
card and the candidate has one minute to prepare and make �-�*-ijlil]-F, �1::1f 1 7}tr/lB'JII3J
notes. After the one minute preparation time the candidate is 1i\tiifkfU)iIJ tJj � J� ; fl#fI!�*�
required to talk about the topic for between one and two 1::mJ��i!I]�-Wii7}lltt( -f.&�mlj
minutes (as a rule you are expected to speak for at least 1 ��1::3?:�illijf 1 7}��, �mlfaJ
minute 30 seconds-anything less than this and your ��nluJ"Ym:�ll"-JffiB�q�5to)
"Fluency" score may be reduced).
Candidates do not need to worry about "timing" in Part �1::j9:&\�tHjL\m=$7}B''.1'·it

Two because the examiner will stop the candidate when the Blj"". �:1g¥1J 2 7}�B>j"�'§�t1kM�
clock hits two minutes. 1::�r*o
The best strategy in Part Two is to keep talking until m = $5t B� :li{!illiJ\� ��/G
the examiner says stop . Candidates are naturally nervous ��,.��,§M�:1g�o�1::�
in this part of the test so it is not good to try to guess the illii\:i!$5tAlj" EI ?&��5*, ElY J))./G
time . t1k1�� 1::1tiJf: Blj" 113] 0
IELTS Myth: Most people believe that in the speaking xlj"!ftt�, �JJ!ltIT: *$�AlA:1g �
test, Part One is the easiest, Part Two is more difficult and i��iJt�m-$7}�:li�� B� , m
..
Part Three is the most difficult section. With regard to =$7}��-®,m-$5t:li�o�
performance, this is not usually the case. Most candidates ��fJ,\l!P�1f{ti:iJEliti�rt:o *$�
perform quite well in Parts One and Three but the Part ��m-fQm�$7}�:OO�F1ftjff .
Two performance is usually the worst part of the ffifiEm= $7}ii 1ft��:li� (�P, itt
interview ( i . e . the language quality is lower than other 1f&til ttJtf1H$7}�& ) 0
parts).
The biggest problem with Part Two is that candidates m=$7}:li*�rilJl!��jc

focus on content. Most people are so busy trying to think iiI @] � a"J I*J� *$�Amtt T I�'
0
about "what to say" and as a result they forget about � "iJt1tz." , �*!P?a� T flf!1fl&r
93
,. '5
" 大家网[www.TopSage.com]
4.,
"language content" of their speech.
As we have already concluded, there are no marks for �Q � in WI tIff 1YfiJt, 1*J?iJ. ��
content, so a Part Two that focuses on content will score ptnJ1� Jt8<J, JYfVJ�=$Jt:li)1:y.r£
quite low on the marking system. I P-J?iJ. JjlIJ 1�Jt��lHlf 0
I think it is good time to repeat myself here: The tElIt�1r�.f:I}5!il iWJ -?X : �lr �
examiner is NOT listening to what you say-he I she is only ��nJf��·�)ttt·�, ffij ��nJT��
listening to how you say it! ��iJl!
In the past, many of my students have approached me )1�. �1rB<J��$�1:.fiiJl!�

with questions like: 8<JrllJJm :
"In Part Two is it OK for me to describe a Chinese "�=$JtJttpB�-*�)(�1lJ

book?" �J,IlI!J? "
"In Part Two should I describe A or 8? " '��rYi'1 "
"In Part Two, what if the examiner isn't familiar with "�=$Jt, �Q*�'§��Jt
the thing that I describe?" ttQ�8<J*gg�2,.1}?"
All of the above questions are totally irrelevant. The � 1:ILl'Iii] JJI!!9 �x�jt� B<J 0
examiner is not concerned with your choice of content �1r��JlJ!��·��B� 1*J?iJ.( ��
(however it must be related to the topic. ) ��16\�»! �ffiR!1:Lk) 0
During Part Two, the examiner is focused on the �1rt£�=$Jt J! ii mifJtf,j

marking system. Any features of the marking system that $o�lIt,��tE�=$JtJYf��ili
you produce ,in Part Two will influence your score; content B<J � ifJtfiF ffE iffi � B<J iit � *f tiE � �
will not affect your score. ptnJ��Jt, l*J�tn��ptnJ1�Jto
So again we can see that content or ideas are irrelevant. R=uLtJt1fTPHxif flJ. I*J �EJt1r�
It really does not matter what you choose to talk about as ,g�X��B�o ,R��·��IE��
long as you are talking on the topic. lm**, xi��{tz.l*Jm�ti�¥o
. .
' ,-
�
.
•
. ....
•
••
.. •
.r."
•
��
'. r
A good Part Two is NOT focused on "telling the exa �=$Jt tJj � B� @]��t£ -T" rI1J
miner something". �'§m:�-�I*J�" 0
In the same way as Part One, during Part Two you �Q [PJ�-$Jt-f-f. ��t£�
should be focused on the following features of language. =$Jtilltl:.1;Ar *m��fiE:
• Fluency .��J
During a 2 -minute talk it is essential to use linking tE 2 5t�B�@]��mj!��,
words. linking phrases and fillers (redundant language). ltt�tt�iiftfnjJ{1E�Cn:� )��I
�a�o
94
I .' .'
c.
.;" 2' II
(, /c'¥,
" la.
� ..
3 The Speakin{f�� Format .
.:�-:.
• Vocabulary • iiiH[
Uncommon words and idioms will significantly �� 1it HI in] j[*1l33 i*�1IP.�!tjJU�
increase your "Vocabulary" score. In Part Two try to find 1:B<J"'iPJr["5t�otE�=$5t��iI
words that are directly related to your topic area (most of the :J't ill!;j�1m®!Jyt:R�fll�B<J W r[( *
Part One vocabulary from the previous chapter can be used $5tM-.�-$5tWH[PJ �� ffl T
in Part Two). Don't forget to paraphrase. �=$5to )�Jl:@ic7mJr")(0
• Grammar
Whatever you are saying in Part Two, say it with �1f�1:tE�=$5tiJift�, m
complex sentences and if necessary use a variety of tenses ��*1i)Jfll�1Z'Jl B<Jm{j!m$
(see the detailed section on tenses in Part Two). ffBt�( iT-JAL1f�-$?tBt�� )0
Part Two does NOT need to be: �=$5tB<Ji�f*�1IJl :
• Interesting .�.
Some of the best Part Two performances are actually �=$5t�@ilill�B<J@]�jt
quite boring! Here you must remember that the examiner �+5tx�!Jl�m��PJ�B��
has probably heard 1 000's of Part Two responses. Even if 7 1 000 1'�1: B<J@]�. �nf9!�1:@]
your content is genuinely interesting (eg, you played football �B<Jr*J�f!ffl��@fl1:( f91J�Il: �1:
with the Chinese National Team), it will not influence your f1l� 00 (311 *�� JE� Hf!�� ;j"��5t
score in any way. �1ffuJ�pin] 0
• Original · mr �
It does not matter if you describe the same movie that �P1t�1:itf�(f]�jJlj.A.f(jIJ�IJiJf�
everyone else has described-the examiner is only listening tl(f]�$��m��--��R
to how you describe it. In some ways describing the same n:PJT�1:B<jijf�1fA;o b\�@1fOO)�
thing as other candidates can be work to your advantage-if .,��!;j�(f]�1:��B<Jr*J�PJn
you are focused on language, your 2-minute talk will be xif{$1!1ffiJ--�O*{$1!tl:Ii*� ,
noticeably better than other candidates. �(f]2�B<J��1IP.�T��
1:0
• Familiar . ��
It does not matter if the examiner is not familiar with �� 1:P.JfiJt�(f]r*J
the thing that you are describing. In fact, if you describe �m��o��,��1:��
something unusual or unfamiliar, then you will probably ��1it��B1:.B<J�1m, lJ��$t1mJl
need to explain or paraphrase. Paraphrasing directly l1! �-r 'f 5(, mi � 5( it: :R f� m jtfj � 1:
increases your score! I't-J��5to
• True · A�
Some of the best Part Two performances are lies! Even �=$5t��tfj�(f][ill�r*J�
if the examiner knows you are lying, this cannot affect your n:i1TE�! �11{��ll!�1:.�tEijf@
score. Obviously you should avoid outrageous lies, such as, iiS, J!m��ntnJ�1:.B��i5to �
"Last year I went to the moon with my classmates." � . �1:�fj�m:iif�Il"��f1l��
"* 1 JJ �o "z�I!131IP.B<Ji1iEm 0
95
The topic cards are printed in the same way. The basic lfSl]!-FI1<J��$J�'d1jlf.lJ�,...tOO
topic is presented and there are some guidelines or prompts � f� � * ll5lI JfU - .® m � is � m
on the card. 7R is 0
Describe an interesting trip you have been 011.
You should say:
Where / When you went
What you did there
Why it was interesting
Whether you would like 10 go on a sirnilar trip again.
One of the most important things to remember is that m l' -i- 5tii 1t � -1��t5�-F
the card is slightly misleading! m lJtt4i:ff@�� !
On the topic card, it says "You should say ...... This is lfS�-F...tEpff··f�w.�i�······t1 0
not actually true; the guidelines on the card are simply there J!tEtt�x-t, -F...t�m7RR�j;J7
to help you! If you want to talk about those aspects, then that x-t��ff JYf1W fIJJ 0 ftn*��i.1Rit
is OK; however if you don't want to follow the guidelines, JYfmm B� r*J ?(J.lJ�1�9f, �n*�1:.�
that is also OK. r�J�tMJ£m B� 1ir!,ijH:fL y5t�� "
The prompts on the card are not compulsory questions - t512 -FL (f{J �m is *:IF�16,@t
you are not required to provide answers. @]��fa]� - ��Jl*x1jt
fftili @]�o
As long as you are describi ng some aspects of the main R��i�ita<J±JMij;J "f��
topic "an interesting trip you have been on", there is no -7XfflOOa<J1*ff" , �Jt �4i:ffriiJ�o
problem.
For most of the topic cards it is a good idea to use the X'JT*��iJ!fJm-F , �Jf1jtL Iii
guidelines because it means you have to think less about a<J a,�JlJt�1'9f1}r!, ElS11-JJ!��ff
content and can therefore concentrate more on language, but ��tt��m��W,J!�ii�
if there is a guideline prompt that you don't like or you think hm£$��m�Lom�ili��
is a little difficult, eg, "Whether you would like to go on a �*xj(�iA.1-Jttf1��, �o: "f�
similar trip agai n " , feel free to ignore it and just talk about �:a��¥flXf1::�f�a<J�rr", !J!UIlJ
some other aspect of your trip. �,t��E, iffli�i�1*�jtf1kB"J1Jliio
Irrelevant Content. _
Although we have said that content is irrelevant to your

,@'. if � in iit tt r*J � � �� B"J 1�
score-you cannot produce two-minute content that is not
7:)-x*---1g �1:. 2 5t� JYf yt:� B"J
related to the topic.
r*J�m�fi��mMx*o
96
.-". ...
. ......., .,� 3 The Speakin�tT..t Format

. ,'
·Ift
, ,' �
�=$Jt�M 'lit !\!.a9-1'rll]'lt��

I
A fairly common problem in Part Two is that candidates
talk about a topic different to the one on their card. Example: 1:.��Jm�iJS:Ii-FLlf{JX�o ftO:
Describe a sport that you like playing or �atching.
Sometimes a candidate will say:
"I don�t like sport so I will.describe my favourite hobby which is playing comp�ter games."
Clearly this is off-topic and Part Two speeches

which are off-topic are marked down-basically you 8<J @]��tI!&?"'Ti}r---.,lt�*L�1:.�
lose marks. IN litiffl �Jt 0
If you are given the topic .. sports ". the examiner is *�!£(J(Jm:liR;"�i;IJ". �'§;ffi
expecting to hear language(especially vocabulary) related to :m PJT J'J � �m IHiff �(J(Jirf ¥f ( jtJtR;
that topic. If you avoid the topic, you will not produce iiiJt[)o �!£*iftiffl �t��iJSl!, 8i�
language related to your topic and your score will be �{j!m�iJS:lifl�(J(Jift�. �3JtttL�
seriously affected. l*lJlt�JlJF1tli��II(nJ 0
Later in this section we will look at how to select your *llMFn��iti�m=$Jtftll
content in Part Two. fitJ�rfm�o
One of the challenging aspects of Part Two is the huge m= $ Jt �& lr ff f)� bi '11 EJ'-J - '1'
number of potential topics. Naturally with such a wide range n rill :1ik *- it 8'� if fE i% »! 0 iii :x-f 5lO lit
of topics every candidate has certain topic areas that he or J?Zlf{JiJSJm, 9 ��!£�-J!t� tl:
she is comfortable with and others that they find more flm *. ttL:ff -®ftk filiAJ-J rt�Xl
difficult. x-fft 0
In the strategy section of this chapter hopefully this 1trm*:f:EtriJtitJ5$Jttt· xt lit

problem will be addressed, but first it is probably a good I'll] 1!l1f�f a9iti�fj�!i$ffirftk:� '1'- rll]:Ii ,
idea to look at the Part Two topics. fE!:f£Jlttl";\::ff �\Jl T ffirf- r�=$
Jt(:J"Jil5�o
One important aspect to recognise is that many of the u�H3tl:�B<j:1ik, �-$JtJ:j=llf{J�&

Part One topics are recycled as Part Two topics. $iJ5JMi�{£$=$JtJ:j=l:m�IH3�L
Examples:
Part One Topic Part Two Topic
"Restaurants A restaurant
Reading A book
97
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'tr
r
7
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fIfi2t:-.t:
.....
fIII"
Public transport Form of public'tr8Dsport
, ; I!, ' ,� .. ,
TV"
" _ ..
TV programme
The sea ,A river, lake or sea
�easons A season
Clothes An item of �lothing
Photography A photograph
. "'Hobbies" A hobby
Sports A sport
Animals An animal
Buildings A building
This list could go on, but the main thing to realise is �{r-ti!lm�flq��, {f!�t£�a<J
that most of the topic areas for Part Two are very similar to m�-.��=$7ta<J*$?ti!lJ!
Part One. This is to your advantage because it means you fU�-$?ta<J�p#fIHr-to l!Xf14j��
can use Part One language in your Part Two. fl��. ��l!.��14j��
=$?trp�m�-$?t�ift� 0
There is no danger of repetition here because if you are ��iliJllI:l��rIl]Jm, *

given a certain topic in Part One you will NOT get the same 14j�;(£�-$?tj[§¥IJ�1'-i1SWi, �
topic in Part Two.· So if the examiner asks you about �jjJfm;(£�=$?t�iilj*�fH�a<Ji!
"animals" in Part One, you will not get the Part Two topic eo ��.14jW.-$7t�14j��
"Describe an animal... " T"�!J�J"�tfSJm, ��J1it��;(£�-$
?trft:il§ilj'11!�-fI1Z9J4m" .... "�J!o
Instead of making a huge list of Part Two topics it is �Jt�JIj*.�.=$?ti1SI!,
easier to put all of the topics into groups or categories. fjJ � �[] re�fl �i1S»Jl?t n J.}IJ�* �
Jl£��o
The most obvious categories are as follows: fimBtJT�?t��rrF :
(1) Experiences
. / Past events (1) �JJj / tt��$111
(2) 4mrPn i PJT1f�
. .
, (2) Objects"lMaterialpossessioris
(3) People (3) A.�
(4) Places (4) i1!!1f
(5) Media related (5) �T.1*
(6) Others (anything' that doesn't fit into the 5 (6) Jtfm ({fM�MI-rV.,Lt. 5 fI1
categories above) �jJIJ�J*[Ij )
One of the advantages of grouping topics together is reml!?t��-1'-M-�:(£T,�

that when you look at the relationships between some of the ij1f1i-®mlmzlR]��¥Ut, � �
topics you will see that it is in fact possible to use the same � �J.ru� �jl: � Vlm�;f$� r*J � �
content for more than one topic card. Xf��mlm-Fo
98
.�
'. . ," ';lC' sr
. • 1- . ,,-. "
.
3 The Speakin��Foqn��
In this way you don't need to prepare a separate J!��*�1:��\1g4ij:-*
response for every topic card, you can reuse the same itSJm -F 1(!�!k 1Mal *, PI l;A I�{Y!ffl �
language for many different topics. ��iff1fmx;fiq:��mJMIo
The individual topic cards are given later in this � f� itS 1]l-F!/4f �fE* mHt E iii
section. �tfjo
There are a number of different ways to deal with Part �= $?t� �fP� � 8<] �xifjJ
Two and some are more effective than others. #i:, jJ;a:p-� rt�-�1!��o
From our earlier observations we can conclude that li�fnzHtr�it�PI�JIJl., Ii
the best strategy is one which focuses directly on the 1�� m jJ lIfi� 1-' rif*
features detailed in the marking system and produces as fi-Flli$grutNi��*#�1f*fW:, fE
many of these features as possible in the 2-minute time 2 * � o<J a;f 18] IE � PI fm � it!! Ii m �
frame. �*f1tto
One important area that is often neglected is the one Jm#��.�tJ!��&m��-,�

minute preparation time. In my experience many candidates �n� 1 7m�Il*B;frl3Jo li�tfo<J��
actually cause problems for themselves in the one-minute �m�.��fE�l*��Il�
preparation time. atrl3JIE, ��L:m:� § BliJl1t7 J#�o
o Activity
Look at the following topic card and make notes for one minute.
Describe an interesting building in your city.
You should say:
What the building looks like
What it is used for
Why it is interesting
How often you visit this building.
Most people write notes in the following way:
(1) a Chinese building.!

. : .old , (3) its very old
, (4}once a month.. J:'
, ' "
(2) (ilibrary I boo�s
What often happens is that most people write $�Ajj1ft�Jgm �ifttfQ�m

.. answers" to the guidelines and prompts and usually those iH � r EJfi� � .. � � jj1ft J! JEt. "�
",
"answers" are in very simple language. �"B�i1fgm�p1itfij1(!o

When Part Two begins, people are focused on their ��=$*7fM1at, �1:,tr1,:m:�
99
"g
.1.•
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.. .. ',1/1
�
i§,
-...
--.:M RIFHTnI 4,4.
notes-their notes contain basic answers to the prompts i:f tl:�fmfl1FJTJtl B<J�I�-J: OO� tf
so the focus of their Part Two is basic answers in response trx>J1lh-mHB<Jrm�@.lff, �lltflF.ff1�=
to the prompts. Obviously, this is not an effective $7tB<JmR.\�ru�@��;j��B<JMJ�
strategy . @.l�o ��, l!��fl�B<J.�o
At this early stage one effective strategy is to ignore the tE1fMtat--1'fl � B<J .�R::�
prompts altogether and use a. simple Three-step Preparation �� }J�@mmift i1ff *ffl-# rm.
Method. B�".::::t17mil7!" 0
Step 1 : Selecti on m -!I7:�;f.;t

Selecting the " right thing" to talk about is quite �U*��:(£m=$?t14iljM
important if you want to produce a good quality Part �!Jf, lit�"*�B<Jr*J�"*i3RR::��1it
Two. m�B�o
As we have already discussed, the examiner doesn't iE�flJJ<ff1z-,ruJ1Jfi�'i��,�1f*�

care what you talk about but here we are not talking about tE��i��,{�i3R��R::
the examiner-we are talking about you. ��ff��$, ;tj�o
If you choose the wrong thing to talk about you might �rl:*;4J�m��'hr � 8<J I*J�*i3R,
have problems talking for two minutes on that topic. If you mi��iIJW;jJHlttfJ!�flr*J�PJ�
have problems finding content, the quality of your language 7 0 �1l*;tj�q��iIJnr�af.JI*J�, ift
will suffer. ��J1Q.-��i1Jf1jIJ�� c
The important first step is to select something that is m--1'm�Bf.Jzv.R::m��i)t

easy to talk about. Once you have something easy to talk ��r*J�o -1imM-7��iJf�B<Jr*J
about, you can concentrate on language features and ways to �,;tj��PJ��h��tEift�m�
increase your score. ;fnPf��mIJ}J�1JD�Q{J��7 0
Easy topics should: �� i)t�Bf.JiJS1mm w::
(A) Have lots of features (A) fiffl��'¢'\

The more features your topic has, the easier it is to keep ;4J�Bf.JiJSJ.�Hmfl�*f,g�$, �
talking or developing your Part Two. This is not always =.7t�M�B.1fo��A�.-1'
possible for every topic but generally it is easier to talk about iJS»!��ffl, fg*�J:i)t, �it ..�*"
"bigger" things than "smaller" specific things. l¥J$��lt-�i�"�/j\"B�.#J��o
( B) Be expandable ( B ) 3�Il7fi��
'
This is similar to the point above, but yo �lmL-,��{P1. ;tj�mW:m�
choose something that is expandable, i. e. you can keep n�@��.7f��a9*gg, ii!�R::i�.
adding points on to the end of your speech (maybe by telling ;tj�nrVlHJlJ�iJS.FnifPJ��!l1JnPJ
a story). i#��*gg(�iq:� VJiifH1i»i&$)o
100
.. ' .:.,
3 The Speakin��:Format
. .
"" ", "
(C) Include some "invented" aspects (i. e.lies) ( C) �;�-@"�il"pg3(��)

The easiest things to describe are not always the true fi��tNi�(fJ$�tttt��A�
things. If you have only been on a trip once in your life and �� 0 �Q*54f�R:fltt-��T, -ii:
you went to the West Lake in Hangzhou, this does not give Tttffl�M,�*�.�54f�.mm
you much to talk about. I t would be a good idea to say that ��Wt" f��u54f�iJlf£m�HIJ3tT-1'
you spent a week in Hangzhou, a week in Suzhou, a few £M,f£$fflJ3tT-1'£M, f£�.
days in Wuxi and a few days in Shanghai. You might be �T��,f£L�XmT��,��
lying-but by doing so you are making your Part Two much, :Jik l' M Ef{J 1]\ r! 0 54f � -ti! itF � f£ �
much easier. i1fL-1Q��;ftf 1ij:� fj! � ��x;f�
=$?t�1��H��o
It might not be possible to cover all the 3 points above 7t � �� J®i JU L 00 (j{J .=:,� �. �
but if the topic seems particularly difficult it is probably best *�n�, m��u*fflJ1I�htg*;ffJ �
to invent your content. (Ext, �jUj��Jli.Jt�(fJ ��o
Ignore the adjective ?l{lIJ3m3-oo
Many people get distracted by the adjectives which 1�� A�ifSm9=t�ljt ttl Jm(fJ�
often appear in the topic description, eg, look at the ��?t�T��no��OO��=
following Part Two topic cards: .. An interesting building in $?tffi 1m-F: "1$ {!'Tiff -1':fl @ (j{J �
your city ... " $[...... "
Don't try to think of a building that is particularly � Jl � jJ m, tl:Elft l' ,f§ � :fl @ (fJ
interesting. You don't lose marks if your building is not very m�o��#��.�.m�
interesting and you don't get more marks if your building :Jik��:fl � ffif �?t, -ti! � � 129 � JiJf �
seems very interesting. Just choose .. any building" that fits �.11t�p1it:fl@ffif��?to 7tJl�fl
the topic loosely. "ff{ilJ-1'.jJ{"*i*�-g.fflm��T 0
Don't go with the first idea ��-1-m5t •• �

Usually the first idea in your head is the worst idea. It ��Jf(grp��-1'�#5:tttt�
is usually a good idea to ignore the first idea in your head fiM�(j{J-1'o��M��#5:��
and go with the second or even third idea that you come up �.9=tiliJm(fJ�-1'�r!,w*mz
with. Fn��=1'9J(:;g-��:::1'��o
o Activity
Look at the following topics and use the selection method to choose "easy" subjects to talk about.
--------�,
An interesting trip you have been on I
An important building in your city
A subject you liked at school
Something interesting or unusual you do in your free time
A walk you take regularly
Some travelling you would like to do
A happy event in your life
101
'7$
Some examples of "easy selections" and "difficult selections" :
!
Topic Easy Difficult
An important building A shopping mall Your school library
A trip To Hong Kong To Yellow Mountain
A famous person A singer / actor A politician / leader
Step 2 : Vocabulary �=iV: iiiJj[

The next step in the one-minute preparation is to write tE I J»tt (j{J 1i -i-BtIAJ m, r �iV
down as many examples of uncommon vocabulary as �� 1:IJ�$JtB�r�@��1it ffliP]7[o
possible. The vocabulary must be directly related to the topic. l!@ 1P]7[!.I6\ffl EJijS'lLaf�:tll�o
A good method is to ask the following question: �l'M1}tt::m:rOJ EJ B rOO�rOJ
"Can this word be used for many other topics?" If the J! : ":i!1'-iPJit]l'.( ffl:t£;Jtflt!.�mmIlij?"
answer is .. Yes" then that word is NOT directly related to �Il*@]�:m:ff��, n��:i!1'-iPJ�
the topic. /F:m:!3�J!lltiif{J*B9 0
o Activity
Look at the following example. Topic: Describe some travelling you like to do.
Vocabulary:
exciting.'. interesting . ,opportunity, , touriSIJl

.
... , ," ,
s.ghts�eing , attractive backpack. ��plor�

I .
excursion , leave ,special mountain
Ask the question: "Can this word be used for many other topics?"
Topic-related words are:
tourism sightseeing backpack explore . excursion
The other words are not directly related to the j3 ;-�� @l(! iilJ /F � � 1m 1l ti:ttl
topic and could probably be used for many Part Two *, llTfJ�itJ �'.(H=1Ti/f$m=$Jtiti
topics , eg, interesting (this word could be used for almost 1m, {9tJ�rJinteresting(l!l'iPJJL3f iiJ �
every topic). mT1ffijm�Do
It is not wrong to use the common words during your :t£m= $Jt�iti 9� �m llfJill iPJ
Part Two talk, but at this preparation stage you need to find j[:}f: ii 1f fri, ffl :m::t£ J!l' 1i -i- � fi
uncommon topic-specific words. rf1 �� ;Jt H111�®�r.1itm B9 �iti
J!llm#J*B9iPJtco
102
The Speak�in;�·;;_. F.orma�
,
'.
3
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o Activity
Find uncommon topic-specific vocabulary for the following topics:
A film that you have Seen A song / piece of music

A school subject . Aneighbour . ,, . '.
Uncommon or topic-specific vocabulary is given for �� 'At ffl E� !!X:��/Hi H t:& :tlt}c B'�
each topic card later in the book. Most of the vocabulary ��B��*�gOO�iliD*�.m
given in the Part One topic section of this book will be I=l i:g.� -$*i� J! -1l r:p fnd:!t � $
related to many of the Part Two topics and can be used in f£iPJn:��m=$ 5t�/Hi:t§�ag ,
your Part Two talk. nr [:J��=$5t�t:p�m 0
Step 3 : Grammar Point � .=. iI7: i!H!

This is one of the most important considerations for J!�m= $5t�i! 9=t .:m:� a<J
your Part Two talk. Most candidates completely ignore this ��.�Z-o�$��7
aspect. Different Part Two topic cards require different ��nOOD��agm=$5ti!m��
grammar. Look at the following topics and think about the ��m��*o ••�OOag�a£
required grammar content for each. �-�4ij:--t-�aagi:gt!�*o
Describe an object you use every day.

Describe a vehicle that you would like to own.
Describe a happy event in your life.
In Part Two, there are 3 basic tense requirements: some m=$5tlE, �=-t-�*agBt�
topics need mostly present tenses; others need past tenses. �*: -@mm'±��JiH�.1±Elt;
others need conditional tenses. �-@��mM��;��-@m�
m�{tt'P]at�o
When you look at your topic card, decide which tenses �#ma-FBt. *IjJEJim@�-#
you need to use. Bt�o
Example:
1. Describe an activity you enjoyed in an English lesson.

(Mostly past tenses) eg: The teacher asked us to pretend ...
2. Describe a place in a city that you know well.
(Mostly present tenses) eg: This place is quite special because it has...
3. Describe a vehicle which you would like to own.
(Mostly conditional tenses and some present tenses for describing) .
eg: If I had a helicopter I would be able to...
Helicopters are an expensive luxury.
103
., ""#(&3"
..
·,'·e 111 1... t'. ,.

..
·.
4r .
.......
When the examiner gives you paper and pencil for ��1f��I!(fl�fOm�*
making notes, write down the type of tense on the paper. In this �mw��,�.��m��
way when you look at your notes you will be reminded that you �o��.��,��
should be using a certain tense and this will significantly WM § B@w:ml§�#B;j�, �� aJj
improve your grammar perfonnance during your talk. B.WiWi��r:pi1Hi�J]i(fl�� 0
�r�p,aratiol! Summary' _.
Remember you only have one minute to prepare so you ic{t��,R� 1 7H**Ii4i, �
rea.lly don't have time to write sentences or phrases. The ��x>tN:�B;jrB]*�l'" 1t]T�1!f�
most important thing to write on your paper is probably a mo��.��r(fl�I�(fl��
few vocabulary items and a grammar reminder. • iRJ fni-l§7'id:&ffi 0
Example: Describe an item of clothing you like to wear.
Pair of jeans
Present tense + Past tense
designer brand trendy·
comfortable
Describe a vehicle that you would like to own.
Helicopter
Conditional tense ... I would / could
a lUXUry millionaire
I
If you prepare in this way you are focusing on language �Q*�f-fil4i@t�r±ttj]�r.p
and this will have a direct influence on score. i1J7i-l§��, ��ll��ntnJ?tfL
104
"",...
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c < . ":�."
• .•• .
' ''
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" ." . . .
3 The SpeakintfT4$tForm��
.. 大家网[www.TopSage.com]
., V Producing a Good Quality Part'Two Talk ..'L...... . ...." ... .
This strategy focuses on the fluency aspect of the ;i! -� � � ft x.t i5f 7t � !JE 'f1 xq
marking system. Earlier in this book we concluded that �m�8��.*o ftm��'f10000
linking words and linking phrases can increase your � I*J � 'f1 B � J�' � ill:it ti iPJ ;ftl:it 1i
"Fluency" score-this strategy is based on producing good 11:mit!��:tm��iiS "mt�J"
quality linking structures in your two-minute talk and ?t�--i! -m PItt §' tE lW Wl � � {E
combines these with complex sentence structures. � 7t# � �iiS Bt fa] I*J i� ill A1f1'l:i 195:
.�:itti�ttJ�/pJ-r,*�;i!@:it
t��fi;J�j!�B<j/pJ-r�ftJ;fEI�1f 0
First look at the following topic card.
Describe a span that you like playing or watching.
You should say:
What the sport is

How often you play / watch it
Why you l ike it

Whether it is popular in your country.
The first thing to notice is that all topic cards have one ttJt�r±��J9T1f�mJm-t
thing in common. t�1f-1'� rilJ JrF.\ 0
Look carefully at the 4 prompts on any topic card and ff�#iiS»!-F ..t.a� 1!Y/rF.\1£�, �
you should notice that they all share the same grammar � ill w: ¥.£ � ¥U �fn JJ..1ft§ IP) � it! 7*
feature. �JrF.\o
What the sport is

How often you play / watch it
Why you like it
Whether it is popular in )-'our country
Most people think that these are 4 questions. Look iq:$ AiA:1il;i!�[l91'rilJ»!o ff�
carefully-they are not questions; they are in fact a single ��fIlI.�fllf&*��1t�IOJ»! ,
clause or part of a sentence (statement). This fact is true for � /IJ-F..t. 't if] 1X fS[�if! l'�'PJ 1!X: if/pJ
every Part Two topic card. -r(��1ij)� -$?to J9T:ffm=$
?t8<]i!Jm-Fm��Q!1to
For this strategy, you can divide y<?ur talk into 4 parts 5lf� � Vl illm;i!-� Plttm�i!
(the 4 prompts). Take the first one for example: "What 7t:1il(ill�?t( *,��...t.OO�I!Y/rF.\t£;�)O
the sport is". �m-/rF.\ " What the sport is":1g1§1Jo
105
I@l�;
:;tIKCft,�l 'v,<1JIj .
.... .
You can use this to create your opening sentence.
"I guess I coUld: begin by sayirig something ;about'what$e spori is,:;aridl·:think,' I. would
have to choose football. Most people know that football is... "
This sentence has 3 strong features. It contains complex J!1'-1i]T1f =-1'- � te B<]�,� �
0
linking structures, redundant language and complex -§��B<]ltlt�f4J, JLWJ��

grammar (sentence structure). ift7iH1i]T�f�)o
Another advantage of using this type of structure is that 1tfflJ!¥p��J3-1'-M�f£
you don't really need much content because you will T� �:IF m� i}!::;t $ B<] I*J ?(;.. f5J 1'1
probably spend almost one minute producing the complex i}!ili ��B� l! ii'/1 � ift� m f!ji JL-¥
linking phrases. 1 *�A1I'Eijo
If used correctly, this structure will have a positive �g5'd�ffl��, �¥P�f��1f
affect on your "Fluency" and "Grammar" scores. WJT��"mtliJ" * �*il
"lffit" *� 0
Now look at the second prompt: J.ruf£##m=�tlm :
"How often you play / watch it"(you need to change "you" to "I")
The sentence might be:
"Going on to my next point which is how often I play it, I really need to add that if I have
enou�h time I uSllallypl�y it about twice a week. In fact. .. "
And then the third prompt: "Why you like it". The third ?&Em2.��m: "Why you like
sentence could be: I it" 0 �=1i]�rrf:
"And now with reference to why I like it, the point I want to make here is that...';
And the last prompt: "Whether it is popular in your iW#:ftE-,��: "Whether it is

country". The fourth sentence: I popular inyour country" 0 mlm1ij�n�:
"And so finally then, if I have time, in answer to the question of whether it is popular in my
country, really I should mention that... "
So the fmal structure (without content) might look like

this:
. , .
"I guess I ,could beg in py saying something about �haJJhe sport is, and I think I would have
,
to choose...
Going on to my next point which is how often I play it, I really need to add that. ..
And. why I like it, the point I want to make'here is that...
106
.. . ({(
'
The Speakin�t Format
.
And �o finally then, if I have time, in answer to the question of whether it is popular in my
country, really lshoul� mention that..,"
Practice reading the structure above. Depending on the ��lm�[:_.tJ:�#;Jo lit-=fiftl!S9

speed it should take you between 30 ....... 45 seconds. This ��, E�ffl 30-45 �S9atrB]o l!�,*
means that you only need about one minute of content. As .� �R1ffl�*tl.J 1 ?t1#B'��ml*J
there are 4 points, you only to find about seconds of actual ?(Jo �-=f� 4 ,�m,i� , ��JUI�{£4ij:
content for each point. -,�.J:li4iJLtJ.'I#S9�llttl*J�llPIij 0
Now look at the next topic card with a complete :fJ\!{£#lrfoo�mJE-F , @]�9='
structure with content. ��. ��#;J fnAi* pg?(J:)
Describe afimwils person you would like to meet.

You should say:
Who the persoll is
Why he / she is famous
Why you would like to meet this celebrity
What YOli would like to do if you met this person.
"I guess I could begin by saying something about who this person is, and I think I would
have to choose the superstar Jackie Chan from Hong Kong.
Going on to my next point which is why he is famous, I really need to add that he is a
world-renowned martial arts film star as well as being a successful director. In fact he was
probably the first Chinese actor to achieve blockbuster success in Hollywood.
And now with reference to why I would like to meet this celebrity, the point I want to
make here is that I have always been a big fan of martial arts movies, so if I had the chance to
meet one of my childhood idols, it would be a dream come true.
And so finally then, if I have time, in answer to the question of what I would like to do if I
met him, really I should mention that I would probably ask him to teach me a few special Kung
Fu tricks and I would possibly invite him out for dinner at a classy restaurant or something like
that."
The structure is complete in the example above but it .J: 00 f9iJ T 9=' � � #;J 1i � jG � ,
probably needs slightly more content (maybe one more ill��n •• �$-�pgW(* ••
sentence for each point). However, there are many very -,�lW��$-1i]�)o �ffij, llt{9�
good features in the example so far. jf��i�M-��,�o
o Analysis
r .. I guess I could begin by saying something about who this person is, and I think I would 'I
l have to choose the superstar Jackie Chan from Hong Kong. "
� ..
107
--1"
(The first point is quite simple, but for most Part Two (�-l��r-1itFaj1ti. ill�t£*�
topics the first point is usually just a simple factual fil¥J�=-mHt ml!i9=t�-/�ii1it.R
introduction.) �-1'ffr'j 1tiA<Ji31 Ai-ff 0 )
Fluency: the sentence begins with a linking phrase and mt,IJ : 1i] TVl:itil'I1��iift7f �
contains redundant language. Jt:..El*ff'iLii1Jo
Vocabulary: one topic-related word- .. superstar". ij] j[: * -1' � ffll!i *0 * (:J{J iii]
r[--" superstar" 0
Grammar: complex structure and use of complex i��: �Vl�H;j�1¥J

tense - .. I would have to choose. .. ". J:illfl--"I would have to choose . ..
"
0
"Going on to my next point which is \\Thy_he is faI11Q\.!§, I really need to add that he is a
world-renowned martial arts film star as well as being a successful director. In fact he was
probably the first Chinese actor to achieve blockbuster success in Hollywood."
-�----- - �
Fluency: the sentence begins with a linking structure mt�J: 1i]T��:ittl�:f�Hf�aJt:..El
and contains 3 more connecting structures: "I really need to fil*Jj�r �1':ittl��: "�I really need
add that", "in fact", "as well as". to add that", "in fact", "as well as"o
Vocabulary: topic-related uncommon words: "world- ij]j[: * �ml!i;f1f*I¥J�r-# J1Hi1J

renowned". "blockbuster success", r[ : "world renowned", "blockbuster
success" 0
Grammar: the use of the connecting structures makes i��: :ittl�#J8<J19!JlH!J!znX�

it one long and complex sentence. -1'*Ifri1l�8<J1l]To
"And now with reference to why [ would like to meet this celebrity, the point I want to
make here is that I have always been a big fan of martial arts movies, so if I had the chance to
meet one of my childhood idols, it would be a dream come true."
Fluency: begins with a linking phrase, and contains 2 mt�IJ: ��:itil'ltmift7f�. Jt:..El
other connectives, §*WJ1'jt1tk�:ittl·iPJo
Vocabulary: topic-related uncommon word: "child- ij]j[: !3ffll!i;f1f*��r-# JfliRJ

hood idol"; Idiomatic phrase: "dream come true", tC--"childhood idol"; 33 ift: "dream
come true":;
Grammar: the sentence is complex and contains i��: 1i]T�;ft]!i�, fil**f4

examples of conditional tense-"so if I had the chance to 1i] B1 � � f91J r- "so if I had the
meet one of my childhood idols, it would be.. , " chance to meet one of my childhood
idols, it would be ... "
108
...
The Spe�k.:i�g·T4$l Format
'
3
"" �
--
I -"-An-d-so-fin-a-ll-y-th��,-i-f I-h-ave-tun-' e, in answer to the question of what I would lik e to do if I �'I
met him, really I should mention that I would probably ask him to teach me a few special Kung
Fu tricks and I would possibly invite him out for dinner at a classy restaurant or something like
i that."
'
'\,-- .-------�
___-------------------
Fluency: begins with a linking phrase and contains mt�IJ: ��:i!t1Hi�i!7fMl*.§. �

redundant language-"or something like that". ::Ji'iLiliJ -- "or something like that"0
Vocabulary: uncommon words: "tricks", "classy". �j[: 1?=l�1it�: '\ricks", "classy" 0

Grammar: the sentence structure is complex and ifti*:1ijT�ftJ��#:l1 *:fl �
contains examples of conditional tenses: "would probably" , 1tt1iJ At � I¥J 19IJ T : "would probably",
"would possibly". "would possibly" 0
o Overall Analysis
Each of the four points covered in this Part Two talk w:� = $7t�iJ§" rp� & agi! [l9
focuses on all 3 areas of the marking system (we can't really )� 4ij:-i��IE�i.f7tf**B�-=: 1'-1J
work on pronunciation at this stage) . 00 ( �?&�1n{£ttxr!�&:&.if ) 0
In summ ary, everything the candidate says is in some I�'Z, W:51j1::J9Ti)tB�JYf::JiI*J�tf�

way increasing the speaking score. tE�®1JOO!�1Jn71Jm-7t�o
Notice that the actual "content" that is presented tl:�. 51j1::JYfi5l.B��I¥J" I*J�"
doesn't really make any difference to the score. X;f7t�¥i{t-z.�p(ri] 0
This style of response is probably the easiest way to i!#@]�nr��tE�=$7t��

achieve a score of 7 or higher in Part Two. ¥U 7 7t ll.x; 7 7t �l J: ag fVttJi ag it fij if!
1J7t:o
o Important Note
Notice that in the answers, the candidate doesn't change i±�, tE@]�rp, W:�1::�:;fr��
the wording from the topic card. If you start changing the �iJ§"B�J:agm�o�*51j1::�OO&
wording you will begin to make grammar errors and this �m�,��@mm�m�,i!�.
will reduce your "Grammar " score. :9�1:: ag "ift� "��7t 0
You can make very slight changes if you are 100% sure �Q *�1:: E 7tZ E fifij JE �?3£ �
the change is correct, eg: 1£ fdij I¥J, nr kA 11: v�!uJ\ ag&� 0
Who the person is � Who he is

Why you would like to meet this person � Why I would like to meet this star
J!PR:-rw1'-i�J! nr I:ll¥J, ffl��

I
Changing one or two words is fine but don't change the
actual structure of the clause on the topic card or your whole �&5tiJ§"»!� J:M.1l]ag�:ftJ, �mlj�
109
tnt_,
II'
?
§J �
n .
.... t 4
J--��l �
..
sentence could be grammatically wrong.
As mentioned earlier in this section the four linking lE�Q*$?t-ru-oo�¥IJ�, IDl1'-li

structures and four topic card prompts work for EVERY �� IDl1'-mf1i-Ftfh��>t$=$?t
Part Two topic. You will need to create your own 4 linking 1ffpJm�m=r�o ��.R1W�i�ttl IDl
phrase structures. 1'- § BB<1�1:lmi-B-�t�iltPJVJ 7 0
The examples below can be combined in any order roo�f9iJTPJ �� ff.J@if¥m
and they will all work with every prompt on every topic �J.9*, 't;1nf.f�4i1'-mlli-F l:�4i
card. -,�1lffio
When you choose your four structures, try to select �f.fIm1'-��Bt, �it��@
sentences that don't repeat the same vocabulary (eg: "point", ii 1f m � lIJ IRJ iPJ j[ 8<J 'il] T (WtJ �Q
"subject" etc.). "point", "subject"�)o
Don't waste time and energy learning and memorizing ��reatra] film jJ � Jit£iR iCr
every possible linking phrase given below. Choose one from 00� ill B<14i-1'-ilJfj�ffl¥tl ��ttj�m
each section and learn those 4 so that you can produce them *l:o�.-$��-1'-��*�
perfectly and naturally. Practice using those 4 for as many 3Ji!Im1'-��, i!*f£tfm�RM�� § �
Part Two topics as you can. it!!i�te i!J!t�� 0 �rtJ3��it!!tt �>t�
=$5ti!Jmtf-3J f9!ffl IDl1'-l!�� 0
Most of the following language can also be used in Part rOO *$5tift'il] m ilJ VJ ffl:(£�
One and Part Three; so if you have time to spare it will be -$?t��.?t;��•• ��
useful to get used to this way of making sentences. oo�.,.m��.'il]8<J��m1f
mWJo
A. Opening phrase + the first prompt fron1 card
Ok then, I guess I could start offby answering who the person is...
Alright then, in response to the frrst question of who the person is...
So to begin with, in reply to the initial point of who the person is...
Ok, I'll start,the ball rolling by touching on the matter of who the person is ...
Right then, I'd like to get cracking by pointing out who the person is...
So I suppose I should commence with the first aspect which is who the person is ...
Initially then, I'd like to get started by looking at who the person is ...
So, to start with I'll talk about who the person is...
So I guess I could kick off by stating who the person is...
Ok so my first point here would obviously be who the person is...
:(£ 110 A pq � 'il] Z lW m � DD A

I
Before you add your content sentence, you need to add ,
another linking phrase: J3-1'-iitt'l1:mift:
110
3 The Speakiri�Test For!'Tlat
...and I think I would have to choose... . ..and I'd have to g() for...
...and I;d probably select... ...and my choice is going to. be...
...and the one I'd pick is...
So your opening sentence might be:
"Ok, I'll start the ball rolling by touching, on the matterof who.t11e person is, and I'd have to
go for Jackie. Chan."
It would be a good idea to devel�p this first sentence ilI:�tP-ffl�l' fij!)i�J!��f'iJ�

further using a simple linking structure:
I m�1i]i1SJlfJf�J!�1-:!lf1}�:
because, for the reason that, actually, who is , which is (was), where, in fact, although,
particularly, especially, etc.
"Ok, I'll start the ball rolling by touching on the matter of who the person is, and I'd have to
go for Jackie Chan for the reason that... "
Remember, the first point will probably be your le11 m�J��ifJ!��ijiB"Jfl

,
shortest point; so don't worry if you can't develop it with lots ��,��.��ffl*.��
of details. ��1tJi{fftl!��1§A:., 0
B. The second point + the second prompt from card

,-
Going on to my next point which is why he is famous... �I
Continuing then with the next point of why he is famous...
Now with regard to the next question of why he is famous...
Next then in response to the point of why he is famous...
Regarding the theme of why he is famous...
Now on the subject of why he is famous...
I
Now concerning the matter of why he is famous...
\� ------- ------
f£M��l�C2,1W1I�mlAj1�
I
Before you explain this point you need to add a second
linking phrase (similar to your first point). 1-J!ti'r.t§;fil-lH �m�/�.fIHI1)o
... and what I'd like to add here is that...

...and what! need to emphasize here is that. ..
...and what I ought to stress here is that...
...and the thing that needs to be highlighted here is that. ..
...and what I have to mention here is that...
111
.
. :._
... , . .
大家网[www.TopSage.com] ·. . ..
Notice that all of these linking structures end in " that " . tl: • Yi 1f � .® � it � #J m VJ
This means it is very easy to make a complex sentence " that "�� o �f-f , ��imi1�110
structure by adding a simple clause. -1'ffij.a<JM1i]#Jmt��1i]T�� o
So the second point might be: YiVJ�=,gliJ�� :
"Now conceming the m atter of why he is famous, and the thing that �eeds to be hi ghlighted
here is that he is a wodd-renoWned martial arts film star."
You should develop this point using a basic linking �1:.Jj�tw< 1t ffl-1'- �* (fJ li it
word with one or two details which help to explain your first WJ.J1} 110 L-jJJ.j 1iJ Vl ffjf ff� - ,� a<J �
point. ilx.t�,�m:�TJl€* 0
Remember -you don't really need to speak for more i2 {± - � � � l1frJf 8�l! 1m ,g
than 4 0 seconds on any of the 4 points, so don't introduce * ff�-,�iJLl: mi1 40 tv . [2;I llt�
too many details. �i�::ic� �IIr=ri 0
c. The third point + the third prompt from card
r Progressing to the subject of why I would like to meet this celebrity .. .
Moving onto the business of why I would like to meet this celebrity .. .
Drawing attention to the matter of why I would like to meet this celebrity . . .
Proceeding with the issue of why I would like to meet this celebrity . . .
Moving forward onto the area o f why I would l ike t o meet this celebrity ...
Now add your second linking phrase:
I would like to explain that. .. What I'd like to make clear is that. ..
I • :, ' � \ '
,
You really have to understand that. .. Wh a t I'd like to shed light on here is that...
I suppose I should underline the fact that. ..
So the third point could be:
"Moving onto the business of why I would like to meet this celebrity, the chief explanation
would most likely be that I would probably askhim to teach me a few special Kung Fu tricks. "
Now use another linking word to develop this point JJ\!t£ftffl Jj j�-1'-� �'��l!
into a longer sentence (give reasons, details, explanations -,git ��-1'-*-.®a<J1ijT( m-m
etc . )
.
@:� , �fIlil , m�� ) o
D. The fourth point + the fourth prompt from card
I
If you give fairly long responses for the other points , ftll,=��{E;Jt{tBJL,gJ:gf;ili � @]
you might not have time to cover the last point . This is �f§�i� , 1=iT��&�atr8]�-
1 12
,
3 The speaking Tast. Format
- . :-
not a problem, as long as you have produced all of the �o R��aL�T��
linking structures in the first 3 points-your Part Two talk j!� , ��IY1]��=
will be fine . �ht-�ift:�mo
The last linking phrase: ftFn � j!1JH�t� if! :
( Finally then, if there's time, I could deal with the last question of. . .
T o end with, if l still have time, I could take care o f the final question of. . .
A s a final point, if time permits, I'd l ike t o bring in the point of...
To cut a long story short, as my very last poin� with reference to the question of...
It will probably be unnecessary to develop this point 1lJ �� 'Bt �, � � :i! - ,g, .Ii ff , 12;]
because hopefully the examiner will stop you around this :19 �,§f.&�1lJ��{Ei!m1TfJT�� o
point
Most people find that when they use this method, they * � fi� � � JIl � f1Bfn {tm :i!
reach the two-minute mark just after saying this final linking -:nr!II·t , MIJ tlf � tE i5l :JG ft g � li
phrase. �ttmiTfBt�fIJ � 7ttrPBt�& o
Strategy Sunlmary ;�:j

The reason why this strategy is called the "fluency :i! - 1fi p� tJ1 f$ jJ " rRE lIJ m � " B'-J
based strategy " can be illustrated below. JJj{ 1.-51 �lrF J!Jf� 0
Your overall answer will look something like this: �1:rf�J�i*� l: *��:i!fF :
1 . Linking phrase + prompt + linking phrase + details + connective ...

2. Linking phrase + prompt + linking phrase + details + connectiye .. .
3. Linking phrase + prompt + l inking phrase + details + connective .. .
4 . Linking phrase + prompt + linking phrase + details + connective .. .
In the marking system, linking phrases and connectives tEif-5t�MtJ:f=l, liiiiJ-ruffift fOJifl
feature heavily in the fluency scoring and so obviously an iiiJ ;(£ ¥Rtlljf�lIl1�7t�1 ��* j£ill! �
answer of this type has an enormous affect on your f1:ffl, �ltti!#��(j{J @)�H�!/4fxq-�
" Fluency" score. �B'-J "milIJ" -:r.mB91�7trz:�§. �njllJ 0
It is interesting to note that most people only produce 3 �� (]{J ��A (£ 1m in a'-J OOiA r:p
or 4 linking phrases in their whole interview. However, if RmfIJ =-U!ll'liinJtE�ift, �rm-EL�
you use this system you will produce 8 of these in your Part �Bf!J-fl:i!-�fi;J1*�, fJ.�{£m=$7t
Two talk alone! �J:f=l��i5ltl:V\.1ii1ttt�if!!
It is also important to realise that the overall structure � tt iR flJ m � B'-J - ,� � , :i!
produces a large amount of complex grammar structures. ,�,�� 1lJ J:J F � *. � � � iffr!
�ft) o
113

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大家网[www.TopSage.

This presents a problem. Most candidates prepare for l!Wttz:�T-l'l'iiJlEo FHT*�

Most people who prepare in this way focus on the ��l!#1JA4i�fl9��$IiJ{�

Look at the example question: "Tell me about your

This seems like a simple question Candidates must l!1'fii]m�{�Hflfa1.o ���\@i

• The answer is short / direct . • �*MH� /lHto

Now consider the following answer:

Because this answer meets many of the marking system EE Ti!l'@l��1t;Wj?tB<J*$

• Redundant language • Uncommon vocabulary

... the first thing I should mention is that. ..

.. . I could start off by saying that...

• Now describe your first point.

(1) Lead-in phrase

Examples of 2nd pointing phrases:

Another point which I could add is that. ..

Examples of 3rd pointing phrases:

And I shouldn't forget to mention that. ..

So a complete response might look something like this:

Tell me about your job. What makes you happy?

Summary of "Description" Questions

Most candidates will probably be asked at least one ��5tJ����W1lIOJ ¥tl-1'-tlt

A very common type of questions in Part One is the �-$?t1it !It!.EB-�/,illlm�''*

For example, if a candidate said:

"I'm quite enthusiastic about Korean food,"

..I like Korean food."

Possible starting phrases for "liking" questions include:

Well in general I would say that...

... but in particular.. : ...to be more precise.. .

... particularly... ...to be more specific.. .

Now add a linking phrase to introduce the first reason:

And I guess this is probably because...

Now use a linking phrase to introduce your second point.

As well as this... To add to this...

Now be more specific:

So the complete structure looks like this:

Use the structure above to answer the following questions:

What food do you like? Do you like listening to music?

Now answer the questions using your own structure .

vocabulary . w.�� f(Mi� �iPJ 7[±lt1t:'ilJ -=f��

The following language can be used to express ��r��1JAnrm*@]� "Y.i

And for very strong "dislikes" use the following:

I totally detest... I really can't stand ...

• I absolutely loathe ...

In your answer, try to use a "dislike" and a "strong if @]�9=tiJt��m-1'-�l5 ., /F

"Is there anything you don't like about your hometown?"

usually pretty bumpy."

similar structure: lf1f> "�B� r!JJJ}ji:

Is there any food you don't like?

What's the worst thing about shopping?

Are there any clothes that you don't like?

What type of weather do you dislike?

Summary of "Liking I Disliking" Questions �J

with the expressions given in this chapter. f$.itm*.JYf9UB��1iA:�mHtto

can be quite long, so it is better to split them into two n�m,2:®�M��***.��

Remember: Give a developed answer to every question. ff� ::xq-&1'-rt=i]Jl1ItI5M��*@]

positive answer (yes). -tl1.���i1f);£rEl�o

Remember: Base your answer on language not on it.: ��(]I,]��mfmIJmTift�

Qu��fioJl1ype 4: "Typt!�s of" Q.uestiQ!!s

Another common type of questions in Part One is

"Tell me about the different types of public transport in your city."

The most common problem with these questions is

,� ••......... 3 The speaki"iigTsst Format

Begin with an opening phrase:

This seems like a simple question Candidates must l!1'fii]m�{�Hflfa1.o ��\@i

Most candidates will probably be asked at least one ��5tJ��W1lIOJ ¥tl-1'-tlt

positive answer (yes). -tl1.��i1f);£rEl�o

In these structures you will need to select an adjective iE�®/pJ�rp, ��-1'