IELTS Workshop

for Teachers
Speaking
British Council, HCMC
Tim Moore
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 The IELTS Speaking Test
Part 1: Answering 9 or 10 short questions about yourself (4-5 minutes).

Part 2: The candidate speaks for 1-2 minutes on a given topic. One minute
preparation time is given (3-4 minutes).

A discussion with the examiner where the candidate is

Part 3:
expected to talk about more abstract and complex issues (4-5
minutes).

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 Scoring criteria
Fluency and coherence
The examiner is looking at the speed of the speech, the use of connectors and discourse
markers, willingness to speak at length and topic development.

Lexical resources
The examiner is looking at the range of vocabulary, use of less common and
idiomatic expressions, choice of words and ability to convey precise meanings in all
situations.
Grammatical range and accuracy
The examiner is looking at accuracy and range of grammar throughout the speaking
test
Pronunciation
The examiner is assessing if the candidate speaks clearly, pronounces words correctly
and can be clearly understood during the test.
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Functions

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 Five Very Important Tips
 Appear confident

Make it look easy

It is ok not to tell the truth

It is ok to self-correct

If they can’t remember a specific word - paraphrase.

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 Part 1 Speaking

This is a very important part of the

exam as it is where the examiner will
form his first impressions of the
candidate’s level of English.

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 Possible Topics:
Job/Studies Reading

Family Films

Hobbies Food and drink

Shopping Keeping fit

Music Computers

Your town or city The internet

Clothes Pets

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What might candidates find difficult about part one?

1) Coping with nerves.

2) Giving extended answers.

3) Answering the precise question.

4) Answering questions which do not seem relevant to

them.

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The candidate should:
answer the specific question being asked and not talk about a similar
topic .

give full answers with reasons and some additional information.

The candidate should not:

 give a pre-prepared and memorized answer.

Give short yes/no answers to the questions.

Ask the examiner questions.

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 Practical Classroom Activities
• Thirty second topics.

• Ask and tell question cards.

• Regular activities where the learners interview each

other (pre-prepared questions covering likely part one
topics).

• Students prepare questions on likely topics and interview

each other.

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 Part 2 Speaking
A Museum you have visited
INSTRUCTIONS
Please read the topic below carefully. You will be asked to talk about it for
1 to 2 minutes.

You have one minute to think about what you are going to say.

You can make some notes if you wish.

Describe a museum or art gallery that you have visited

You Should say: where it is

why you went there

what you particularly remember about it

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What might candidates find difficult about part two?

1) Speaking for the complete two minutes.

2) Talking about a completely irrelevant topic.

3) Planning their talk in the short preparation time given.

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 Some important hints for part 2

•Use the one minute preparation time.

•Answer all parts of the question. It is ok to go off on a tangent once this

is done.

•They don’t have to tell the truth. They can make up something if this is
easier.

•It is ok to self-correct during the exam.

•Make it easy. Don’t try to speak about a difficult and complex subject
unless they have the vocabulary for it.

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 Practical Classroom Activities

1) Brainstorming practice.

2) Mindmaps (and other ways to organise thoughts).

3) “Have you ever…?” “Yes I have”

4) Two minute topics game.

5) Personalised speaking activities

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 Part 3 Speaking

In part three of the test the candidate is asked more in

depth and abstract questions on a variety of topics. The
examiner is testing the ability to take part in a
university style discussion and to present opinions on
different subjects. It is important to remember that the
examiner is only interested in the spoken language and
not in the candidates opinions.

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The questions are loosely related to the part two topic.
• Is there a need for museums in society?

• How can museums be made more appealing for young people?

• Is graffiti art or vandalism?

• How has art changed over the last thirty years?

• How will art be different in the future?

• Why do peoples definitions of art differ?

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What might candidates find difficult about part three?

1) Finding the relevant vocabulary when attempting to give complex

answers.

2) Having to discuss issues that they may have no opinion about.

3) Using the correct tenses.

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 Some important hints for part 3

1) Remember that the examiner is interested language NOT opinion.

2) Use delaying tactics, if necessary, to give time to think.

3) Don’t try and give real opinions if it is too complex and don’t have
the language for it.

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 Practical Classroom Activities

1) Look at using delaying techniques.

2) Regular discussions using IELTS style topics.

3) Hot seat questions relating to a given topic.

4) Grammar analysis where the learners look at questions

and think about tense usage in their answers.

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 Useful Speaking Activities
• Half crosswords. Good for practicing the skill of paraphrasing.

• Regular input of phrasal verbs and idioms.

• Student to student complete mock interviews. This is good practice

and gets students used to the rubrics of the exam.

• Student to student feedback. Giving feedback will help the students

to become more aware of common mistakes.

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• Use models and tapescripts for input of functional
language/pronunciation
• Teach language for checking understanding/clarifying
etc.
• Fluency activities-pairs/groups/ board games-
personalise!
• Task Based Approach- perform/ listen to model/analyze
text and language/ do/ regroup/perform again

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 What do you think are the differences between teaching
IELTS courses and general English?

• You are preparing the candidates for IELTS, not just improving their
language.

• Very focused.

• Possibly, not so interesting.

• Very hard work.

• Discussion topics need not be interesting or relevant to the learners.

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 Things to Remember

• Remember that this is not a General English course. The activities

do not need to be fun. They need to be realistic and relevant.

• Always remain focused on the IELTS exam. Any activity that is not
relevant to the exam should not be used.

• Make sure that the students are familiar with all the rubrics of the
exam and timings etc. by the end of the course.

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QUESTIONS PLEASE?

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Please contact:

Mr Binh Le

IELTS Business Development Manager, Vietnam

T: 08 38232862 – Ext. 2402

E: binh.le@britishcouncil.org.vn

www.ielts.org
THANK YOU!

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