IELTS Speaking Webinar

By Marcus Campbell

Windsor School of English - Moscow

Overview of the exam

Overview of the exam

• Listening

Overview of the exam

• Listening

• Reading

Overview of the exam

• Listening

• Reading

• Writing

Overview of the exam

• Listening

• Reading

• Writing

• Speaking

Overview of the exam

• Listening

• Reading

• Writing

• Speaking

Overview of the Speaking

Overview of the Speaking

• Three parts

Overview of the Speaking

• Three parts

• Parts 1 and 3 are an interview

Overview of the Speaking

• Three parts

• Parts 1 and 3 are an interview

• Part 2 is a monologue

Overview of the Speaking

• Three parts

• Parts 1 and 3 are an interview

• Part 2 is a monologue

• Questions become more challenging

Overview of the Speaking

• Three parts

• Parts 1 and 3 are an interview

• Part 2 is a monologue

• Questions become more challenging

• The test will begin only when the examiner says “In this first part I’d like to ask you some questions about yourself”

Part 1 - It’s all about you!

Part 1 - It’s all about you!

• Approximately 8 – 10 questions

Part 1 - It’s all about you!

• Approximately 8 – 10 questions

• Lasts for about 4-5 minutes

Part 1 - It’s all about you!

• Approximately 8 – 10 questions

• Lasts for about 4-5 minutes

• First question is usually about your background

Part 1 - It’s all about you!

• Approximately 8 – 10 questions

• Lasts for about 4-5 minutes

• First question is usually about your background

• Work/Studies

Part 1 - It’s all about you!

• Approximately 8 – 10 questions

• Lasts for about 4-5 minutes

• First question is usually about your background

• Work/Studies

• Hometown

Part 1 - It’s all about you!

• Approximately 8 – 10 questions

• Lasts for about 4-5 minutes

• First question is usually about your background

• Work/Studies

• Hometown

Part 1 - It’s all about you!

• Approximately 8 – 10

• Lasts for about 4-5 minutes

• First question is usually about your background

• Work/ Studies

• Hometown

• Two more topics based on hobbies, lifestyle, interests, habits, etc

Part 1 - It’s all about you!

• Weather

Part 1 - It’s all about you!

• Weather

• Food

Part 1 - It’s all about you!

• Weather

• Food

• Family

Part 1 - It’s all about you!

• Weather

• Food

• Family

• Friends

Part 1 - It’s all about you!

• Weather

• Food

• Family

• Friends

• Reading

Part 1 - It’s all about you!

• Weather

• Food

• Family

• Friends

• Reading

• Television

Part 1 - It’s all about you!

• Weather

• Food

• Family

• Friends

• Reading

• Television

• Films

Part 1 - It’s all about you!

• Weather

• Food

• Family

• Friends

• Reading

• Television

• Films

• Free time

Part 1 - It’s all about you!

• Weather

• Food

• Family

• Friends

• Reading

• Television

• Films

• Free time• Public transport

Part 1 - It’s all about you!

• Weather

• Food

• Family

• Friends

• Reading

• Television

• Films

• Free time• Public transport• Holidays

Part 1 - It’s all about you!

• Weather

• Food

• Family

• Friends

• Reading

• Television

• Films

• Free time• Public transport• Holidays• Names

Part 1 - It’s all about you!

• Weather

• Food

• Family

• Friends

• Reading

• Television

• Films

• Free time• Public transport• Holidays• Names• Exercise

Part 1 - It’s all about you!

• Weather

• Food

• Family

• Friends

• Reading

• Television

• Films

• Free time• Public transport• Holidays• Names• Exercise• Shopping

Part 1 - It’s all about you!

• Weather

• Food

• Family

• Friends

• Reading

• Television

• Films

• Free time• Public transport• Holidays• Names• Exercise• Shopping• Music

Part 1 - It’s all about you!

• Weather

• Food

• Family

• Friends

• Reading

• Television

• Films

• Free time• Public transport• Holidays• Names• Exercise• Shopping• Music• Animals

Question time

• The questions are designed so that every student has an equal opportunity to answer them.

Question time

• The questions are designed so that every student has an equal opportunity to answer them.

• “What food is popular in your country?”

Question time

• The questions are designed so that every student has an equal opportunity to answer them.

• “What food is popular in your country?”

• Not “How do you make pizza?”

Question time

• Focus on the question types, not the content of the answer.

Question time

• Focus on the question types, not the content of the answer.

• Describe

Question time

• Focus on the question types, not the content of the answer.

• Describe

• Identify

Question time

• Focus on the question types, not the content of the answer.

• Describe

• Identify

• Compare

Question time

• Focus on the question types, not the content of the answer.

• Describe

• Identify

• Compare

• Predict

Question time

• Focus on the question types, not the content of the answer.

• “Tell me about your hometown”

Question time

• Focus on the question types, not the content of the answer.

• “Tell me about your hometown”

• “Show me your ability to describe something (a place) and give me some town or city vocabulary”

Question time

“Tell me about your hometown”

• “I come from London. It is the capital of England. London is a very nice city. In London there are many things to do.”

Question time

“Tell me about your hometown”

• “I come from London. It is the capital of England. London is a very nice city. In London there are many things to do.”

• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”

Question time

• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”

Question time

• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”

• Redundant language

Question time

• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”

• Linking words

Question time

• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”

• Range of tenses

Question time

• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”

• Complex structures

Question time

• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”

• Idiomatic vocabulary

Don’t be so direct!

Don’t be so direct!

• Begin with a lead-in phrase

Don’t be so direct!

• Begin with a lead-in phrase

• “Ok then…”

Don’t be so direct!

• Begin with a lead-in phrase

• “Ok then…”

• “Alright…”

Don’t be so direct!

• Begin with a lead-in phrase

• “Ok then…”

• “Alright…”

• “Well, you know…”

Don’t be so direct!

• Begin with a lead-in phrase

• “Ok then…”

• “Alright…”

• “Well, you know…”

• “To be honest…”

Don’t be so direct!

• Begin with a lead-in phrase

• “Ok then…”

• “Alright…”

• “Well, you know…”

• “To be honest…”

• “Well first of all…”

Add a Pointing Phrase

Add a Pointing Phrase

• “I suppose I should begin by saying..”

Add a Pointing Phrase

• “I suppose I should begin by saying..”

• “I’d like to point out that…”

Add a Pointing Phrase

• “I suppose I should begin by saying..”

• “I’d like to point out that…”

• “The main thing is…”

Add a Pointing Phrase

• “I suppose I should begin by saying..”

• “I’d like to point out that…”

• “The main thing is…”

• “You might not know but…”

Use your own vocabulary

Use your own vocabulary

• “Do you like animals?”

Use your own vocabulary

• “Do you like animals?”

• “Yes, I like animals. I like cats and dogs because they are lovely”

Use your own vocabulary

• “Do you like animals?”

Use your own vocabulary

• “Do you like animals?”

• “Well, I actually really love cats – they’re so cute! I don’t know about dogs though really, I think I probably prefer little dogs as a general rule.”

The long turn

The long turn

• A monologue

The long turn

• A monologue

• 1 minute to prepare

The long turn

• A monologue

• 1 minute to prepare

• You can (and should) make notes

The long turn

• A monologue

• 1 minute to prepare

• You can (and should) make notes

• Speak for 2 minutes

The long turn

• A monologue

• 1 minute to prepare

• You can (and should) make notes

• Speak for 2 minutes

• Be prepared to answer a closing question

Marking scheme

Marking scheme

• Fluency

Marking scheme

• Fluency

• Lexical resource

Marking scheme

• Fluency

• Lexical resource

• Grammar

Marking scheme

• Fluency

• Lexical resource

• Grammar

• Pronunciation

Part three - being more general

Part three - being more general

• 4-5 minutes

Part three - being more general

• 4-5 minutes

• Same or similar topic to part 2

Part three - being more general

• 4-5 minutes

• Same or similar topic to part 2

• No longer about YOU, but more abstract

Part three - being more general

• 4-5 minutes

• Same or similar topic to part 2

• No longer about YOU, but more abstract

• Questions will become more complex

Part three - being more general

• 4-5 minutes

• Same or similar topic to part 2

• No longer about YOU, but more abstract

• Questions will become more complex

• Examiner can rephrase the questions

Golden rules

Golden rules

• You are being tested on your language skills only.

Golden rules

• You are being tested on your language skills only.

• If you don’t hear or understand the question, ask the examiner to repeat.

Golden rules

• You are being tested on your language skills only.

• If you don’t hear or understand the question, ask the examiner to repeat.

• Grammar and fluency are equally important.

Golden rules

• You are being tested on your language skills only.

• If you don’t hear or understand the question, ask the examiner to repeat.

• Grammar and fluency are equally important.

• Ignore anything the examiner is writing.

Golden rules

• Use your own vocabulary

Golden rules

• Use your own vocabulary

• Don’t be afraid to experiment with idioms

Golden rules

• Use your own vocabulary

• Don’t be afraid to experiment with idioms

• Use contractions to make your speech more fluent.

Golden rules

• Use your own vocabulary

• Don’t be afraid to experiment with idioms

• Use contractions to make your speech more fluent.

• Don’t worry about what you have already said

Golden rules

• Use your own vocabulary

• Don’t be afraid to experiment with idioms

• Use contractions to make your speech more fluent.

• Don’t worry about what you have already said

• Don’t waste time searching for words.

IELTS Speaking Webinar

By Marcus Campbell

Windsor School of English - Moscow