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Description
An introductory activity which presents the main features of the Speaking test, and
encourages students to reflect on how they can develop their ability for the test
Time required: 40 minutes
Additional § recording (audio or video) of an example Speaking test if possible,
materials or an examiner’s script for the speaking test
required:
Aims: § to introduce the Speaking test, its different parts, the assessment
criteria and what is expected from candidates
§ to encourage students to reflect on this
Procedure
1. Elicit what the students already know about the Speaking test.
2. If possible, students listen to or watch an example Speaking test. Alternatively, ask a
few Part 1 questions to one student, give a Part 2 to another student and a Part 3 to
another. Accept any performance given. Point out that the test is done onetoone
and is recorded.
3. Hand out the worksheet. Students complete the matching task.
4. Check answers in full class.
5. Ask students what they think the assessment criteria might be for the Speaking test.
Put students in pairs to discuss then hold a whole class feedback session. Guide the
students’ answers towards the four assessment criteria and write them on the board
(see Additional information).
6. Put students into groups to discuss:
· which part they think they will find most difficult
· what they can do to improve their performance
· which of the assessment criteria will they do best/worst in.
7. Ask a spokesperson from each group to feed back the main points of the discussion
to the class. Write their ideas for practice on the board in three groups: Part 1, Part 2
and Part 3.
8. Add to their ideas as appropriate. See key below.
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
IELTS Speaking Overview – teacher’s notes www.teachers.cambridgeesol.org
Page 1 of 5
Additional information – assessment criteria
Fluency and Coherence
This refers to the candidate’s ability to talk with normal levels of continuity, speech rate and
effort, and to link ideas and language together in coherent, connected speech.
Lexical Resource
This refers to the range of vocabulary the candidate can use and how clearly meanings and
attitudes can be expressed. This includes the variety of words used and the ability to get
round a vocabulary gap by expressing the idea in a different way.
Grammatical Range and Accuracy
This refers to the range of structures available to the candidate and how accurately and
appropriately s/he can use them. Assessment takes into account the length and complexity
of utterances as well as the effect of grammatical errors on communication.
Pronunciation
This refers to the candidate’s ability to produce comprehensible utterances and to use a
range of pronunciation features to communicate meaning. Assessment takes into account
the amount of strain caused to the listener, and the noticeability of L1 influence.
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
IELTS Speaking Overview – teacher’s notes www.teachers.cambridgeesol.org
Page 2 of 5
IELTS Speaking Overview – answer keys
Key to Worksheet Activity
Feature of test Part 1, 2 or 3
Part 1
It lasts for 4–5 minutes. 1
It consists of questions about familiar topics. 1
Your identity will be checked. 1
It aims to make you feel at ease. 1
It assesses your ability to communicate opinions and information on 1
everyday topics and common experiences or situations.
Part 2
You can make notes. 2
It lasts for 3–4 minutes. 2
1 minute preparation time is given. 2
It consists of a long turn. 2
It assesses your ability to speak at length on a given topic (without further 2
prompts from the examiner) for 1–2 minutes.
You are given a prompt card explaining what you need to talk about. 2
Part 3
It follows on from the previous section. 3
It lasts for 4–5 minutes. 3
It consists of a discussion. 3
It assesses your ability to express and justify opinions, analyse, discuss 3
and speculate about issues.
Key to Procedure Step 8: Ideas for preparation
Part 1
Ask a friend to ask you questions about your life and background.
Record yourself giving personal information.
Ask introductory questions to people you meet outside class and develop these social
conversations.
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
IELTS Speaking Overview – answer keys www.teachers.cambridgeesol.org
Page 3 of 5
Part 2
Record yourself talking about a variety of topics.
Work with a partner, choosing topics for each other to speak about for a minute.
Repeat the same topics over time, to see how you have improved your speaking and to get
more ideas for further improvement. If you have recorded yourself, compare the first
recording on a certain topic with later versions.
Part 3
Practise thinking of discussion questions around different topics.
Have a discussion with a friend and record it.
Make notes of any interesting expressions you hear used to express and justify opinions,
analyse, discuss and speculate. Try to use them in different situations.
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
IELTS Speaking Overview – answer keys www.teachers.cambridgeesol.org
Page 4 of 5
IELTS Speaking Overview – Student’s Worksheet
Divide the following features of the Speaking test into the appropriate parts 1, 2 and 3.
Feature of test Part 1, 2 or 3
It lasts for 3–4 minutes.
It consists of questions about familiar topics.
You can make notes.
It aims to make you feel at ease.
It assesses your ability to express and justify opinions, analyse, discuss
and speculate about issues.
It lasts for 4–5 minutes.
It consists of a discussion.
1 minute preparation time is given.
It follows on from the previous section.
It assesses your ability to speak at length on a given topic (without further
prompts from the examiner) for 1–2 minutes.
Your identity will be checked.
It lasts for 4–5 minutes.
It assesses your ability to communicate opinions and information on
everyday topics and common experiences or situations.
It consists of a long turn.
You are given a prompt card explaining what you need to talk about.
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo