Common Mistakes in Speaking

According to a recent report1, the average band score of people taking the IELTS
speaking subtest in the Philippines is 6.8 for Academic test takers and 6.4 for General
test takers.

Although people who score six in any of the subtests of the IELTS can be described as
a competent user2 of the English language, a lot of people desire to get a score of
seven or higher in order to gain admission in prestigious educational institutions abroad
or to secure work visas in other countries.

For those who wish to take their English speaking skills to the next level, here are some
mistakes that exam takers commonly commit during the IELTS speaking subtest.

Fluency and Cohesion

*Stuttering, Fillers(uhm..., hmm...)

Cause Solution
Uncomfortable / Nervousness / Self- Practice speaking to someone in English /
consciousness Practice speaking in English in front of a
mirror / Prepare for the exam through
constant drills and exercises

Limited vocabulary Read more /Observe English speakers in

action

Does not understand the question /
Unfamiliar with the topic
Know what to expect / Practice answering
questions / Fish for answers. Ask the
examiner, “Do you mean... ?” / Admit you
are not knowledgeable on the topic but
make an attempt to deliver a related
response

Trying not to commit fillers
Unable to link words, phrases and
sentences to form an idea
Accept that making fillers will happen. It is
acceptable as long as you do not overdo
it.DO NOT MAKE THEM FREQUENTLY.
Consider the ff. linking words:
 Introduce your opinion – I
guess, I think, I believe
 To introduce a reason –

1
https://www.ielts.org/teaching-and-research/test-taker-performance
2
http://www.ieltsbuddy.com/ielts-scores.html
 Because
 To introduce a result of
something – So
 To say that something is not
certain – Maybe, Probably

Ideas lack organization / not arranged properly

Cause Solution
Too many main ideas Consider the ff. approaches:

Chronological Order – Present main

points in order of occurrence. Ideal for
events, steps in a procedure or stages of
a process (e.g. recipes)

Spatial Order – Arrange ideas according

to location or geography. Provides a way
to examine structures and objects. Ideal
for giving directions. Can also be
combined with chronological order to
discuss geographical changes.

Causal Order – Discuss the causes and

effects of a problem or phenomenon.
Great for accounting historical events,
understanding problems or probable
changes that will be caused by an idea or
move.

Problem-Solution Order – Discuss the

nature of a problem and the solution. Use
the causal pattern to tackle the problem,
its effects and harmful causes before
talking about the solution and how it
controls or eliminates the effects of the
problem.

Topical Order – Arrange ideas according

to importance. The speaker must support
the ideas with explanations or evidences.
Ideal for topics that are not suitable with
the other approaches. USE IT AS A
LAST RESORT.
*Hesitation, Self-correction
Cause
Focusing too much on vocabulary and
grammar
Changing answers in the middle of
speaking
*Long pauses, Keeping quiet
Cause
Trying to come up with impressive
answers
Distracted / Day-dreaming / Thinking
about consequences of test results
Thinking of better or appropriate words
*Short answers
Cause
Answering with ‘yes’ or ‘no’ / Responding
to questions using one word or sentence
No structure (Speaking Task 2)
Solution
Commit to your answers and do not make
mistakes obvious
Think (quickly, about 1-2 seconds) before
you talk. Anticipate questions.
Solution
Do not worry about your ideas. THIS IS A
SPEAKING TEST NOT AN
INTELLIGENCE TEST.
Focus on the task at hand. FOCUS ON
THE EXAM.
Make use of available words
Solution
Avoid using ‘yes’ or ‘no’ / one word / one
sentence when answering. If it cannot be
helped, immediately explain / elaborate
your answer in 2-3 sentences. Do not
wait for examiners to talk and do not
expect cues from them.
Do not limit your answers to the bullet
points or guide questions below the task
description.
Discuss other things related to the
description to provide lengthy answers
like:
 Your opinion about the topic
 Talk about the past
(history), present and future

*Getting off topic
Cause
Talking too much / Getting carried away
Vocabulary and Lexical Resource
Cause
Misuse of words
Repeated use of specific words
Overuse of transition signals
of the topic
 Give a description of the
topic occasion
 Tell a personal story or
experience related to the
topic
 Discuss problems caused
by the topic and its solutions
 Discuss an occasion or
event related to the topic
Solution
Answer the question in 3-4 sentences.
The first sentence is the direct answer to
the question. The succeeding sentences
provide additional or supporting
information.
Solution
Avoid complex or highfalutin words. Look
for simple synonyms of words that you
frequently use.
Expand your vocabulary. If you cannot
think of a synonym, replace the word with
a phrase that describes it.
e.g.
population – number of people living in a
specific place
authorities – government officials; public
officials; individuals holding key positions
in the government
Substitute transitional devices you use in
writing with more common words to
sound natural.
In addition, In addition to, Further,
Furthermore, Moreover = And, Also, Too
 However, On the other hand = But

Overuse of adverbs (e.g. actually, truly, Look for synonyms of words that require
very, honestly, really, particularly, modifiers.
specifically)
Example:
The boy ran really fast to catch the
runaway ball.

The boy sprinted to catch the runaway

ball.
****
Sally is a very good singer.

Sally is an excellent singer.

Parroting the examiner Paraphrase the examiner’s question /

Directly answer the question

Standard introduction – Speaking Task 2 Introduce the topic in a less obvious

(e.g. Today, I will talk about... / My topic manner
for today is... / The topic given to me is...)
Example:
I have experienced eating in a lot of
restaurants, but the one I like the most is
Yellow Cab.

Murmuring in Filipino Try to describe the object/topic if you do

not know the word for it.

Example:
Shuttlecock
“I forgot what they call that thing they hit
during badminton games but it’s a cork
with feathers attached to it to form a cone
shape.”

Grammar

*Subject-verb agreement
(singular subject-plural verb / plural subject-singular verb)
*Inappropriate pronoun
(Gender: Masculine noun-feminine pronoun / Feminine noun-masculine pronoun
Number: Singular noun-plural pronoun / Plural noun-singular pronoun)
*Prepositions
Cause
Unfinished / incomplete sentences
Pronunciation
*Talking too fast
Cause
Too excited / Nervousness
*Slurring / Audibility
Cause
Mouth is not opened wide enough /
Uncertain with response or answer
*Flat intonation
Cause
Not expressing emotions when talking
*Mispronunciation
Long /e/ vs. Short /i/
/S/ sound vs. /Z/ sound
/P/ sound vs. /F/ sound
/B/ sound vs. /V/ sound
Vowel sounds
Cause
Regional accent / Mispronunciation was
not corrected early on
Solution
Complete a sentence in your head before
delivering it
Solution
Take deep breaths.
Solution
Open your mouth wider while talking but
don’t overdo it / Practice answering
questions
Solution
Use a variety of intonation, pitch, volume
and speaking speed / Pretend you’re
interested in the question / Change your
facial expressions
Solution
Attend pronunciation lectures / Pay close
attention to the lip or mouth movement of
those who pronounce these sounds
correctly / Practice pronouncing them
More helpful tips:
 Undergo at least 10 coaching sessions or score a 7.0 with coaches before
applying for an IELTS exam
 Attend minor lectures related to speaking (Speaking SE, Content Speaking,
Pronunciation 1 and 2, Vocabulary 1-4)
 Attend grammar lectures
 Review your Orange Book every now and then
 Practice answering Speak Task Cards when you are not able to undergo
coaching sessions
 Read more / Expand your vocabulary
 Watch more English TV programs or movies
 Be confident on your preparations
 Start and finish strong
Exercise

I. Complete the interviewee’s answers with phrases from the box. Write the letter of your
answer on the space provided.

Interview 1

Interviewer: Which places did you visit often when you were a child?

Interviewee: I used to go to the zoo thrice a month because 1.)____but 2.)____. Actually, 3.)___ so
4.)___.

a. I really love seeing and feeding animals

b. I don’t go there as often as now
c. I’m planning to drop by more often in the future
d. I miss going to the zoo

Interview 2

Interviewer: What kind of books do you like to read?

Interviewee: It depends, 1.)____, but 2.)____. Actually, 3.)___ I guess 4.)___!

a. I’ve already finished reading three books last week so

b. if I want to expand my vocabulary, I will read a dictionary
c. I’ll stop reading for now
d. if I want to learn how to cook new dishes, I will read a cook book

Interview 3

Interviewer: Do you like eating vegetables?

Interviewee: Actually, 1.)____ because2.)____, but 3.)____.

a. I have to start eating more of it

b. I’m not a big fan of veggies
c. I don’t find its taste appealing
d. I do know that it’s good for the body
e. I can lose weight and become healthier
 II. Identify the linking word for each situation. Choose your answers from the box and write it on
the space provided.

BUT SO
I GUESS ACTUALLY
IT DEPENDS BECAUSE
MEANWHILE BUT

1. You will tell someone about your stand regarding the R.H. Bill_______
2. You will explain why you are late for work _______
3. After discussing the causes of climate change, you will talk about its effects _______
4. As requested by a male customer, you have to inform him about the pros and cons of the product
you are selling _______
5. You are about to reveal something about yourself that not a lot of people know _______

References:
https://www.britishcouncil.org/voices-magazine/ten-donts-ielts-speaking-test
http://ielts-academic.com/2011/11/29/ielts-speaking-10-common-mistakes-to/
https://www.ieltsadvantage.com/2016/08/12/ielts-improve-fluency/
https://www.ieltsadvantage.com/2015/11/10/ielts-speaking-part-1-dos-and-donts/
https://www.grammarly.com/blog/how-to-avoid-overusing-adverbs/
http://takeielts.britishcouncil.org/sites/default/files/Speaking%20Part%201%20-
%20What%20else%20could%20you%20say.pdf
http://takeielts.britishcouncil.org/sites/default/files/Speaking%20Part%201%20-
%20What%20else%20could%20you%20say.pdf
http://takeielts.britishcouncil.org/sites/default/files/Speaking%20Part%202%20-
%20Do%20I%20sound%20okay.pdf
http://takeielts.britishcouncil.org/sites/default/files/Speaking%20Part%203%20-
%20Signposting%20language.pdf
http://www.publicspeakingguidebook.com/the_abcs_of_public_speaking_p10.htm