Step 1: Introduction to the Speaking

test

Introduction
Welcome to Step 1!

Step 1 is an introduction to the Speaking test.

Outcomes
At the end of Step 1 you will understand the following points about the Speaking test:
• the purpose
• the length of each part
• the procedure on the day
• the structure of the test.

You will also understand how the test is assessed!

What is the purpose of the test?

The Speaking test is an oral interview between you and the examiner. The purpose of the test is to determine how effectively you can
communicate in English.

How long is the test?

The test is 11 to 14 minutes long.

There are three main parts. Each part is clearly divided into specific time units.

Part Suggested time

Introduction and interview

1
4-5 minutes

Individual long turn

2 3-4 minutes (including 1 minute
preparation)

Two-way discussion
3
4-5 minutes

Note that you do not have to worry about how long each section is as the examiner will manage the time for you. The examiner will move
you from one part to the next with such phrases as, ‘Now let’s talk about ...’. He or she can interrupt you if you have spoken long enough on
a topic.
What is the procedure on the day of the test?
The Speaking test is the final part of the IELTS test. It takes place after the Listening, Reading, and Writing tests.

The test administrator will give you an interview time, a room number and the name of your interviewer.

Close to the time of your test, you will be shown to a waiting area - make sure you are on time.

The examiner will call you into the test room and ask you to sit at a table facing him/her.

The examiner will record the interview on an audio cassette. Don't let it worry you because all interviews are recorded to ensure fairness.
What is the structure of the test?
The test is divided into three main parts.

Each part is different in terms of:

• the type of task you are given
• the type of language you need to use
• how you and the examiner interact.

Part Interaction Task and language

1 Introduction The examiner greets you and

then introduces themself to you. The
4-5 minutes examiner checks your identification.
Interview The examiner asks you some questions about topics
that are familiar to you.

2 Individual long turn
3-4 minutes
The examiner gives you a card with a topic written on
it and some prompts to help you with your answer. You
are also given a pencil and a piece of paper to make
notes if you wish. You have one minute to think about
the topic and prepare your answer.
Then, you must speak about the topic for one to two
minutes. The examiner may stop you if you speak
longer than this. After you finish talking, the examiner
may ask you one or two follow-up questions.

3 Two-way discussion
4-5 minutes
The examiner asks you some questions to involve you in
a discussion. The questions the examiner asks have the
same theme as Part 2. The language required in the
discussion is generally more abstract than in the other
sections.

What style of speaking should you use?

Your style of speaking should be:
• relaxed
• natural – never memorise an answer beforehand
• appropriate for an interview.

It should also show that:

• you are confident
• you are interested in the topic
• and that you are enjoying speaking to the examiner.
How is your interview assessed?
Your IELTS Speaking test is assessed by a qualified examiner using four specific categories:
• fluency and coherence
• lexical resource (vocabulary)
• grammatical range and accuracy
• pronunciation.

In this step we will briefly introduce what each of these categories means. In the following steps we will examine each category in detail. In
the 'Practice Tests' section of the module, we will assess two complete interviews using these four categories.

Activity - Your aims in the Speaking test

Think about what your aim is for each of the assessment categories. Then read each point below and decide if it should be one of your
aims or not.

1. Fluency and coherence

Fluency is determined by:
• your rate of speech
• the smoothness and continuity of your speech.

Your aim is to: Yes No

speak at a relaxed, natural pace

speak quickly to impress the
examiner
pause frequently to prepare the
next part of your answer

Coherence is determined by:

• sequencing your sentences logically
• using signposts (first, next, on the other hand, similarly etc.) to mark each stage of your discussion, narration or argument
• using cohesive devices (and, or, but, so, because) within and between sentences.

Your aim is to: Yes No

organise what you say clearly

present your ideas and
information in a logical sequence
that can easily be followed by the
examiner.

2 Lexical resource
Lexical resource refers to your use of vocabulary.

This is determined by:

• the variety of words you use
• how accurate and appropriate your vocabulary is
• your ability to paraphrase, that is, to find another way of saying what you mean when you do not know the word in English
 Your aim is to: Yes No

repeat the same words or phrases

to show you know them
use words correctly to make your
meaning clear
ignore the style of vocabulary
appropriate for an interview
use words of similar meaning, if
you cannot think of a specific
word in English

3 Grammatical range and accuracy

Grammatical range is determined by:
• the length and complexity of your sentences
• how appropriately you use complex sentences
• the variety of sentence structures you use.

Your aim is to: Yes No

try to use only simple sentence

structures
Grammatical accuracy is determined by:
• how many grammatical errors you make
• how much your errors interfere with communicating your ideas.

Your aim is to: Yes No

be as accurate as possible

4 Pronunciation
This is the ability to produce speech (sounds) that can be understood.

This is determined by:

• how easy it is for the examiner to understand what you are saying
• how much of your speech is not understood
• how much your own language influences your speech.

Your aim is to: Yes No

speak with clear English

intonation and pronunciation.
PART 1 INTRODUCTION

Approximately 4-5 minutes

The purpose of this part of the Speaking test is to:

• confirm your identity (introduction)
• demonstrate your ability to respond effectively to general questions about yourself (interview).

The introduction - confirm your identity

At the start of the interview you will be greeted by the examiner and invited to sit down. At this point, the examiner will begin recording the
interview. This is to ensure that the interview is conducted fairly for all candidates.

You will be asked to show some identification and the examiner will also ask you your name and what you prefer to be called e.g., your first
name, a nick name or an English name that you have chosen for yourself. Let's Look at the below video.

Remember! Present yourself confidently.

• Introduce yourself in a relaxed and friendly way.
• Make a good impression by smiling and being confident.
• Be aware of your body language – sit up straight and always look at the examiner (eye contact is considered important in Western
cultures).
• Do not tell the examiner that you feel nervous – the examiner already knows this.
The interview: General questions about yourself
During this part of the Speaking test you will be asked some general questions about yourself. These questions relate to your personal
background and should be familiar to you.

Here are a few topic areas that you might be asked questions about.

• music
• home • the Internet
• country • advertising
• family, friends and relationships • media
• job • reading
• studies • food
• interests or hobbies • cooking
• daily routine • Education

Note that this is not a full list of topic areas for this part of the Speaking test.

Let's listen to recordings of a sample interview of three different topic areas. After you have listened answer the questions below.

What is the topic?

How many questions are asked?

Language requirements for Part 1

In Part 1 of the Speaking test, the examiner is assessing your ability to communicate accurately and fluently. You should also make sure
that your answers are relevant to the question.

The questions in this part of the Speaking test may ask you to do one or more of the following:

• explain
• describe
• suggest
• express a preference
• compare and contrast
• give an opinion
• give a reason.

Now, let's listen to some example questions from Part 1, about your home town.

1.

This question asks the student to describe their home town.

2.
This question asks the student to compare and contrast what their home town is like now to what it was like in the past.
3.

This question asks the student to suggest things a tourist might like to do there.

4.

This question asks the student to give an opinion.

(peer work)
Peer work

1. Let's talk about your home town...

Can you tell me something about your home town?

2. Is your town different now to what it was like in the past?

3. What would a tourist like to do in your hometown?

4. Which city do you think is the most beautiful in your country?

Note that where appropriate you should give reasons for your answers because this shows that you know how to extend your answer. If you
don't give reasons, the examiner will ask you Why? or Why not?
Part 2 Individual long turn

Approximately 3-4 minutes

The purpose of this part of the Speaking test is to demonstrate your ability to be able to speak clearly, fluently and in some detail about a
particular topic. In this part the examiner does not ask you any questions.

Instead, the examiner will give you a topic card. This card asks you to describe something or someone and includes three or four prompts
(points) that you should talk about. This topic should be familiar to you.

Using the information on the topic card, you will need to give a presentation (sometimes called a ‘long turn’) about this topic
for approximately one to two minutes.

Before you start speaking, you will have one minute to make notes to prepare your presentation.

Listen to the recording of the instructions given by the examiner.

Example topic card for Part 2 of the Speaking test.

Describe a member of your family that you have a

good relationship with.
You should say:
• who the person is
• how often you see him or her
• what he or she is like.
and explain why you have a good relationship with
this family member.

You can see that this topic card includes the general topic (a member of your family that you have a good relationship with)
and prompts (who this person is, how often you see this person, what this person is likeand explain why you have a good relationship).
You should use these prompts when you make notes to prepare your presentation.

Note that it's best to discuss all of the prompts in the order they appear on the card. The final prompt is the one you should spend the most
time on. In this case the final prompt is explain why you have a good relationship.

After you have taken notes for one minute, the examiner will ask you to start speaking. Listen to the recording of the instructions given by
the examiner. Look at the below conversation at minute 4.
Language requirements for Part 2
In this part of the Speaking test you may be required to do one or more of the following:

• describe • tell a story

• explain • summarise
• give an opinion • suggest

In Part 2 of the Speaking test you will be required to extend your speaking skills.
You can do this by:
• using a variety of sentence structures, including more complex sentences
• using a variety of vocabulary
• linking your ideas using signpost words such as ‘however’ or ‘therefore.’

Preparing for your individual long turn

After the examiner has given you the topic card, you have one minute to prepare. You should use this time carefully.

1. First, make sure you understand the information on the topic card. This is extremely important as your answer must be relevant to
the general topic and the prompts. The card does not have a title but the general topic is given in the first sentence. If you do not
understand a word, you may ask the examiner to define it for you.

2. Next, brainstorm some ideas and make some notes about what you are going to say. The examiner will give you a separate piece
of paper and a pencil to do this.

Let’s read an example topic card and look at how we can prepare a presentation for this part of the Speaking test.

Describe an item of technology that you use to make

your daily life easier.
You should say:
• what it is
• what you use it for
• how often you use it
and explain why it makes your life easier.

Activity - Thinking of ideas to answer questions (peer work)

Practise thinking of ideas for each of the following questions as quickly as you can (the more you practise this skill, the quicker you will
become). First, listen to the question then write your ideas for answers to that question on a piece of paper.

After you have finished thinking of your ideas, practise your answer with a friend. Ask him or her to comment on your performance and
suggest ways you could improve your answer. Alternatively, practise by yourself out loud.

Question 1. Why do you think alternative health practices,

such as yoga, acupuncture or herbal medicine, are becoming
more popular these days?
Peter’s ideas
• safer - don’t have bad side effects
• relax the mind and make people feel better eg, yoga or
acupuncture
• natural methods - don’t need surgery or drugs
• people want to take more responsibility for their health
Question 2. What do you think are the main causes of
unemployment in your country?
Krystyna’s ideas
• not enough jobs available
• universities are too expensive so many people can’t get a
degree
• many jobs are badly paid – not enough to survive on
• many jobs taken by foreigners who have better skills and
more experience
Part 3 Two-way Discussion

Approximately 4-5 minutes

The purpose of the final part of the IELTS Speaking test is to give you the opportunity to develop and expand your ideas using more complex
language. The examiner will ask you questions related to issues in society.

The topic of these questions is linked to the topic in Part 2 of the Speaking test. You may be required to discuss past and present situations
and imagine future situations.

Let’s take a closer look at the type of questions you could be asked in Part 3 of the Speaking test and how they are linked to the topic in Part
2.

First, look at the following example topic card for Part 2 of the Speaking test.

Talk about a member of your family that you have a

good relationship with.
You should say:
• who the person is
• how often you see him or her
• what he or she is like.
and explain why you have a good relationship with
this family member.

The general topic of this card is family and relationships. Therefore, the discussion in Part 3 could be about one or more of the following
topics related to family:
• characteristics of a good parent
• discipline of children
• family values
• the changing nature of family life
• living together, divorce and marriage
• family roles and responsibilities
• family types (extended family, nuclear family).

Language requirements for Part 3

In this part of the Speaking test it is desirable to use more complex sentences and a wider range of grammatical structures, vocabulary
and phrases.

Because the questions for Part 3 are more challenging, you may also need to use language to clarify meaning and repair communication
breakdowns. For useful language for this, see Step 6 Strategies for the IELTS Speaking test.

During the discussion in Part 3 of the Speaking test, you may be asked to:

• describe • evaluate / assess • compare

• identify • give advantages / and
contrast
• speculate disadvantages
• explain
• suggest
• predict

Let's listen to some example questions for Part 3 of the Speaking test. These will help you understand what is required in an answer.
Examples

Example 1
This question asks the student to suggest so the student makes 3 suggestions.
Example 1
This question asks the student to suggest so the student makes 3 suggestions.

1. What are some ways in which your government could encourage more tourism in your country?

Candidate's answer

Well ... I think the government could do a lot of things to encourage tourism. Firstly ... well ... the government could develop a new and
exciting advertising campaign ... one that would really make people want to come here ... one that showed all the places of historical
interest, but also that showed that we have modern hotels and restaurants ... and entertainment at night. Also ... if the government
eliminated the taxes for tourists, I'm sure more people would feel motivated to come to my country. People always like to feel that they're
getting a good deal.

Example 2
This question asks the student to evaluate.
Example 2
This question asks the student to evaluate.

2. How effective is the use of computers in the classroom?

Candidate's answer

Oh… in my opinion… using computers in the classroom is very effective. I think it is important for students to become competent in the use
of computers to prepare them for the workplace … you know, computers are used everywhere in the workplace now. But …I also think that
having computers so easily available gives teachers the opportunity to introduce students to the variety of information on the Internet… to
encourage students to use the computer to broaden their ideas rather than only using the computer for games and e-mail.

Example 3
This question asks the student to compare and contrast.
Example 3
This question asks the student to compare and contrast.

3. How is food consumption different today compared to in your grandparent’s time?

Candidate's answer

Generally, I would say that food consumption today is totally different to that of my grandparents… the biggest difference is the volume …
my grandparents certainly didn’t eat nearly as much as we do in our family today … my grandparents had to rely on what was produced
on their farm and if it was a bad year they only had a little to eat. Today we import food from all over the world so now we have so much
more … and …it is so much more diverse that when my grandparents were alive. They wouldn’t be able to believe all the choices we have
today. … so I would say, food consumption has changed dramatically.

Example 4
This question asks the student to speculate.
4. Why do you think it is that some people are better at learning languages than others?

Candidate's answer

That’s a difficult question to answer… Probably the main reason that some people are better at language learning is that they are more
confident … you know… for some people… it doesn’t bother them if they make a mistake when they speak. But it could just be the effect of
different teaching techniques … you know …it’s not that one teacher is better than another, but one teacher’s style may be more useful
and helpful to one student than to another.

Example 5
This question asks the student to predict.
5. What do you think the future of online education will be?

Candidate's answer

Yes… online education…mmm. It seems to me that in Australia online education will continue to expand in the future. Most universities
have already put a number of courses online … however…I don’t think on-line education will ever replace face-to-face teaching… rather, it
will always be seen as a supplement to classroom teaching ... it will certainly give a greater number of people access to education
though.

Example 6
This question asks the student to describe.
6. What are the characteristics of a good parent?

Candidate's answer

…For me a good parent is understanding and always willing to listen. That is to say, someone who is attentive to a child’s needs …when a
child is younger, this is just survival needs – like food and shelter… but as a child matures it has more to do with moral support . Another
characteristic of a good parent, I think, is one who allows a child an appropriate degree of independence. Children need to have a sense
of independence so they can become confident in their own abilities.

Activity
- Practice with one of the students
- Students with peers practice
Education

Education
Public or private schools

1. How different are public and private schools in your country?

2. Do many people choose to educate their children at home?

3. Why do you think some people choose to send their children to private schools?

Education fees

4. How expensive is it to attend university in your country?

5. What are some advantages and disadvantages of providing free university education for all people?

Relevance of different types of assessment

6. What important tests do students have to take in your country?

7. How effective do you think these tests are in assessing children’s intelligence?

8. Can you see other types of tests being introduced in the future to test other types of intelligence or skills (i.e., emotional intelligence,
organisational skills)?

Health and leisure

Health and Leisure

The Health care system in your country

1. Describe the health care system in your country.

2. How do you think it could be improved?

Sport and exercise

3. Do you feel people are more or less physically active today than they were in the past?

4. How important is sport in schools (i.e., are students who are good at sports given preferential treatment at school?)

5. What are people’s attitudes towards professional athletes in your country?

Food and diet

6. How healthy do you think people’s diets are today compared to 50 years ago?

7. Do you think the quality of food and people’s diets will improve in the future?

8. What are some of the advantages and disadvantages of using technology in food production?
The arts and entertainment

The arts and entertainment

Media censorship

1. To what extent do you think news is censored in your country?

2. What kind of news do you think should be censored, if any?

3. Do you think there will be more or less censorship in the future?

Famous people and the media

4. Are the private lives of public figures protected in your country?

5. To what extent do you think that public figures have the right to privacy?

6. When do you think a public figure’s private life should be publicised?

The arts

7. What are the most popular forms of art (i.e., theatre, painting, sculpture, music, dance, etc.) where you come from?

8. To what extent do you think the arts should be supported by the government?

The environment

The environment
Endangered species

1. Do you know of any endangered species in your country or in other countries?

2. How effective have the efforts of governments and environmental groups been to protect endangered species?

Industry and the environment

3. What do you think are some of the most important environmental issues in your country today?

4. To what extent do companies take responsibility for keeping the environment clean in your country?

5. What more could governments do to ensure the protection of the environment?

Science and technology

Science and technology

Technology and communication

1. How do you think modern communication technology such as email and mobile phones has affected the way people
communicate with each other?

2. Do you think that people communicate better now than they did in the past?

3. What technological changes or advances do you think will happen in the future in terms of communication?

Genetically modified foods

4. How aware are people in your country about GM food?

5. What are the advantages and disadvantages of GM food?

6. Do you think food technology will do more to improve the quality of food in the future?

Space exploration

7. How important do people in your country feel space exploration is?

8. What are the main benefits of space exploration?

9. What do you think is the biggest contribution space exploration will make in your lifetime?

Social issues

Social issues
The elderly
 1. How differently are the elderly treated today compared to a generation ago in your country?

2. What are some ways in which the quality of life for the elderly could be improved?

Juvenile crime

3. What do you think are some of the main causes of juvenile crime?

4. What can be done to decrease the amount of crime among adolescents?

Women in the workplace

5. Approximately what percentage of the workplace is comprised of women in your country?

6. What are some of the positives and negatives to society having more women working?

7. Do you think more mothers will continue to work in the future in your country?

Relationships

Relationships
Family relationships

1. How much do you think family relationships have changed in your country over the last generation?

2. What do you think are some of the major causes of divorce these days?

3. Do you think divorce rates will increase in the future in your country?

Friendship

4. How are friendships different from the relationships you have with family members?

5. What qualities make a person a good friend?

Workplace relationships

6. Is it common for people to form close friendships with their colleagues in your country?

7. What qualities make a good boss?

8. What are some ways in which companies could improve workplace relations (i.e., relationships among co-workers)?

Government and the law

Government and the law

Elections and compulsory voting

1. What do you think are some advantages and disadvantages of compulsory voting?

2. Could you see compulsory voting being introduced in your country and would it be effective?

Prison versus rehabilitation

3. In what cases do you think prisoners have the right to be rehabilitated so that they can re-enter society?

4. What are some of the benefits and drawbacks on society if more prisoners are rehabilitated?

Development issues

Development issues
Population expansion

1. Is population growth a big issue in your country?

2. Do you agree or disagree with the view that governments should restrict the number of children parents are allowed to have?

3. What do you think will be the biggest impact of population growth on societies in the future?

Urbanisation

4. What are some of the effects of urbanisation on society?

5. What can governments do to encourage people not to live in cities but to live in more rural areas?